|
|
Program and Schedule
Strengthening Today’s Workplace for a Better Tomorrow
Learning is important in a world where change is constant and the requirements of the workplace are evolving. Employers are scrambling to stay competitive while workers are seeking ways to prepare for their next job. Organizations want to develop standards and ensure quality by hiring skilled workers. However it is challenging to determine the level of skills and abilities of newcomers and experienced Canadians without the appropriate assessment tools in place. If most adults receive their formal schooling when they are young, we cannot rely solely on academic achievements to determine someone’s suitability for a job, over time. The focus of the 2012 Recognizing Learning conference will be on employer engagement and how the recognition of prior learning (RPL) can be used strategically to establish a stronger match between job requirements and the knowledge, skills and abilities of the job seeker.
Keynote Speakers
Arne Carlsen Director of UNESCO Institute for Lifelong Learning Pursuing a double career both in adult education and at university, Arne Carlsen has been an adult educator in prison education, education for political refugees, education for unemployed and general education for adults. He was director in the 1990s at the Nordic Folk Academy with training of leaders and teachers in adult education. Before coming to UIL he was International Director at the Danish School of Education, Aarhus University and Chair of the ASEM . . . Read moreEducation and Research Hub for Lifelong Learning—a network of universities from Asian and European countries. He also was Executive Director of the International Alliance of Leading Education Institutes (IALEI)—a global think-tank in education policy—and Manager of the Erasmus Mundus Joint European Masters Programme in Lifelong Learning: Policy and Management. He is Honorary Doctor and Honorary Professor at a number of universities. Close Len Jillard Senior Vice President, People Resources and Chief People Officer McDonald’s Restaurants of Canada Limited Len began his career with the company in 1972 in London, Ontario as a crewperson. He has worked in a number of mid and senior management positions throughout the Canadian operation including Regional Director of People Resources, Toronto. Len also spent 3 years, from 1995-1997, with McDonald’s Mexico as the Senior Director of Operations. . . . Read more
In January 2002, Len became Vice President of the Western Canada Region, overseeing all aspects of the Western Canadian operation. In December 2005, Len was named to his current role as Senior Vice President, People Resources and Chief People Officer, in which he is responsible for carrying out McDonald’s people vision to become Canada’s favourite place and way to work. Len also oversees McDonald’s in Walmart, where he leverages his relationship management skills and strategic business sense to build this area of the business. Most recently, he took on the added responsibility of overseeing McDonald’s national franchising.
Len has always made it a priority to dedicate his time and expertise to McDonald’s charitable efforts, having served on the Ronald McDonald House in London, Ontario for more than seven years and as a member of the Society for Ronald McDonald House Vancouver. Close Marilyn More Nova Scotia Minister of Education, Minister of Labour and Workforce Development and Minister of Volunteerism Marilyn More became a Nova Scotian MLA in August 2003. She was re-elected in 2006, and in 2009 she was sworn in as the Minister of Education, Minister of Labour and Workforce Development and Minister of Volunteerism. In 2011, she was sworn in as Minister of Labour and Advanced Education, Minister of Immigration, Minister responsible . . . Read more responsible for the Advisory Council on the Status of Women and Minister of the Voluntary Sector.
Ms. More has much experience in public education, community development, volunteer supports and seniors’ issues. She believes "Working together, we can make a difference!" Close
Preconference Workshops
Sunday October 21, 20129:00 am – 4:00 pm Preconference ARecognition of Prior Learning (RPL) PrimerPresenter: Ann Pedersen, Reframed Learning Concepts
This hands-on workshop is designed for participants who wish to learn the basic principles and practices of Recognition of Prior Learning (RPL/PLAR) and portfolio development. The relationship of RPL and portfolios to standards and competencies within regulatory bodies will also be explored. - RPL/PLAR Framework
- RPL/PLAR Terminology
- Assessment models and tools
- Approaches and applications for portfolio development and portfolio assessment
- Principles of best practice and benchmarks for RPL/PLAR practitioners
- Examples of unique RPL initiatives
- RPL resources for both learner & practitioner
Participants will be encouraged to share experiences and perspectives, and to ask questions on RPL/PLAR, portfolio development, and competency assessment. Individual and small group work will provide an opportunity for participants to explore their own experiential learning as a vehicle to gaining deeper appreciation for experiential learning, self-assessment, and transferable skills, as well as an understanding of the value to individuals, communities and organizations. Preconference BA Continuing Discussion about Assessment Tools for RegulatorsPresenters: Susan Simosko, author; Ximena Munoz, Office of the Manitoba Fairness Commissioner; Phil Mondor, Senior Vice President, Canadian Tourism Human Resource Council; Chip Dickison, Nova Scotia Boatbuilders Association; Bruce Holm, Dalhousie University
Since the publication of Assessing the Skills and Competencies of Internationally Trained Immigrants: A Manual for Regulatory Bodies, Employers and Other Stakeholders in March 2012, CAPLA has received repeated requests for more information about the tools and strategies described in the booklet. This one-day session, developed in response to these questions, will provide an in-depth exploration of the tools and strategies with examples of good practice from various types of Canadian organizations. Topics will include approaches to self-assessment, the development and use of oral assessments (including structured interviews), effective workplace assessment, high-stakes portfolio assessment; the development and use of written tests; and the application of quality assurance principles across assessment contexts. CAPLA produced the Manual for regulators, employers and other stakeholders interested in assessing the skills and competencies of internationally trained immigrants. This follow-up session goes several steps beyond the Manual and is relevant to the assessment of learners in any context, not only those who are internationally trained. The session will provide an opportunity to continue the discussion and develop answers to key questions readers have posed about the development, implementation and quality assurance of various assessment tools and strategies. (Visit www.capla.ca or www.recognitionforlearning.ca to download the manual). The session will enable author, Susan Simosko, and other presenters to offer hands-on opportunities to participants to look at the technical, administrative and quality assurance issues relevant to various assessment tools in light of their own organizational or professional needs. Preconference CACCC Recognition of Learning (ROL) Affinity Group
Technology is changing the face of learning and providing opportunities for easier access to formal learning as well as a dramatic increase in non-formal and informal learning. Adults are learning in many different ways, at many different levels and the learning is being customized to the unique needs of the individual. What are the implications of these new technologies for learning? What are these new ways of packaging skills and knowledge going to mean to the way we recognize ALL learning? How will this affect our RPL practices and systems? Join the ACCC Recognition of Learning Affinity Group for this pre conference day to explore the effects of current and emerging technologies and how we can meet the needs of adult learners through technology. Representatives from Canada’s colleges and institutes will share information on the demographics of learners using PLAR/RPL services, some of the impacts of technology on the way we learn, particularly for learners seeking recognition for prior learning, and share current RPL initiatives using technology. This session will provide the opportunity for participants to discuss and further explore the impact of technology on all types of learning and identify innovative ways to recognize prior learning. The preconference day will also include updates on RPL initiatives in Canada’s colleges/institutes and a presentation on the ongoing work of the ACCC Transfer, Articulation and Pathways (TAP) Committee. This pre conference day is planned and hosted by the Coordinating Committee of the ACCC Recognition of Learning (ROL) Affinity Group comprised of representatives from across Canada. Keynote presentation: Technology: Changing Learning-Challenging RPL Practices
Presenter: Paul Little, Principal, Nova Scotia Community College, Waterfront Campus
Panel Presentation: Responding to the Shifting Demographics of PLAR Candidates and Their Evolving Needs - panel members will present and the presentation will be followed by facilitated table discussions.
Panel Presentation: Highlights of RPL Initiatives in Canada’s Colleges and Institutes - panel members will share key RPL initiatives such as a PLAR Network in Ontario Colleges, Strategic Planning for RPL Quality Practice and more!
Presentation: Update of the ACCC Transfer, Articulation and Pathways Initiative
Presenter: Michèle Clarke, Director, Government Relations and Policy Research, ACCC. This presentation will be followed by facilitated table discussions.
Concurrent Workshop Overviews
(as of September 18, 2012)
|
|
|
Training Portfolio Evaluators in an Online Environment
Presenter: Susan Huggins, KNEXT
KNEXT works with academic institutions to offer students the opportunity to earn college credit for the learning they have acquired from life and work experience through prior learning assessment. Institutions that have PLA programs know that training faculty to assess student learning can be a daunting task. Programs often struggle with how to develop a training program suitable for their processes. The presenter will discuss how her team designed and operationalized an online training program for faculty who serve as portfolio evaluators. Workshop participants will see how the current evaluator training process works and have the opportunity to discuss the content of the training as well as the benefits and challenges to managing an online training for evaluators.
|
|
|
|
|
Creating a Canadian Competency-based National Standard Assessment for the Counselling Profession
Presenter: Lorna Martin, Canadian Counselling and Psychotherapy Association
A fair, valid, reliable and credible measure of professional competence is essential to individuals wishing to enter a profession from multiple countries, multiple learning institutions, and multiple life experiences. In this presentation, I use a step-by-step model that explores in plain language a collaborative project that resulted in a prototype for a national competency standard for the profession of counselling. I describe the development processes used to move from occupational standards and competency profiles to the creation of a prototype for a single standard entry-to-practice competency assessment tool for the counselling profession in Canada. The presentation of findings offers a transparent look into the psychometrics of the Canadian Professional Standard for Counselling and Psychotherapy: Entry-to-Practice Assessment (“The Standard”), how the assessment instrument was created, by whom, and for what purpose. The concept of a competency assessment that provides a national standard strengthens the profession by clearly indicating to the public and practitioners that regardless of where in Canada one may live or work, the scope of practice and level of competence at the entry-to-practice level is consistent. The presentation confirms that professional associations and legislative bodies in Canada are seeking protection of the public through certification and regulation processes that require evidence of professional competence.
|
|
|
|
|
From Cultural Chasm to Cultural Integration‚ Innovative Online Assessment and Training Tool for Regulators, Bridging Programs, Employment Agencies and Employers
Presenter: Nava Israel, Fusion Global Education, Founder and President
Culture-driven beliefs, values and norms have a notable impact on one's behaviours, both in personal and in professional settings. Migration, be it between countries or between organizations, inevitably introduces new cultural environments and new definitions of “competence”, or “how things are done right around here”. Since culture is a mostly implicit entity that offers very few documented rules, migrants often struggle with identifying the invisible “rules of the game” and with adapting to new, vague and misunderstood behavioural patterns. Simultaneously, receivers of migrants, such as employers and professional colleagues, perceive foreign culture-driven behaviours as competency gaps. This incongruity is the essence of the migratory cultural chasm. Cultural integration is the process where both migrants and locals expand their cultural and behavioural repertoire to a place of mutual and constructive workplace relationships. This session will showcase an innovative communication and soft skills diagnostic and training tool within the context of the Canadian workplace environment. This fully online, competency-based, standardized, affordable, experiential and interactive tool was designed by Fusion Global Education to: (1) allow decision makers (e.g., employers, regulators, employment agencies, recruiters, bridging programs) to gain a deeper insight into their applicants' profession/organization specific, culture-driven competency levels; (2) allow migrants to gain a greater understanding of the new environment and of its cultural beliefs, values, norms and expected behaviours; (3) support the cultural integration process. Throughout this session, current applications will be demonstrated and future possible uses will be discussed.
|
|
|
|
|
Quality in PLAR: Avoiding a Deficit Model of Difference in Regulated Professions
Presenter: Joy Van Kleef, Canadian Institute for Recognizing Learning
One of the most persistent issues facing the development of PLAR mechanisms today is how to ensure the quality of assessment. As regulated professions expand their registration practices to include PLAR and as researchers gather more empirical data showing its short, medium and long-term outcomes, the question of quality will become even more important. This session will examine how the nursing professions in Canada and France use a 'deficit model of difference' as a basis for PLAR. PLAR candidates' responses to these challenges are different – some show resilience, others despair. Reasons for non-recognition and its consequences will be discussed in the context of theories on situated learning, communities of practice and learning transfer. Reflecting on the concept of quality and what it means to different stakeholders is key to developing shared understandings . One strategy for building quality into PLAR is introduced.
The presenter will use the research conducted during her doctoral studies as the basis for this presentation. Participants will be invited to contribute to a discussion on the feasibility and implications of the strategy.
|
|
|
|
|
Increasing Recognition of PLA: Partnerships Between the Workplace, Adult Learners, and the Academy
Presenters: Joanne Longo, Barry University School of Adult and Continuing Education; Pamela Luckett, Barry University School of Adult and Continuing Education
Recent articles on corporations (Wal-Mart, Starbucks, etc.) demonstrate an increased interest between the workplace and institutions of higher education that recognize prior learning assessment (PLA) to expedite degree completion for adult learners. Barry University's School of Adult and Continuing Education (ACE) has established partnerships with law enforcement, public safety agencies as well as corporate, government, and health care organizations to expedite degree completion through the recognition of workplace learning by using PLA. In this workshop presenters will explain and explore with attendees the creation of partnerships between the workplace and the academy. Definition of partnerships and differences among them will be presented and the process of creating new partnerships will be delineated. The workshop will then focus on a recent partnership with the Miami Police Department's Police College to demonstrate the what's, how's, and where's of combining PLA, workplace partnerships, and higher education institutions. Both the challenges and benefits of partnership relationships will be discussed during the presentation. Attendees will be encouraged to share their experiences with workplace and academic partnerships. Presenters will create a list from attendee responses highlighting the key factors in successful partnerships.
|
|
|
|
|
On-Line Self Assessment Readiness Tools (SARTs) for Internationally Educated Health Professionals (IEHPs) - the experience so far and some unexpected consequences....
Presenter: Kelly McKnight, Nova Scotia Community College
Participants will view and interact with several of the online SARTs that have been designed and developed to help internationally educated health professionals understand practice standards in Canada.
Often IEHPs immigrate to Canada only to learn that their training and experience do not match those of regulated professions here. The Tools are meant to be accessed PRIOR to immigration and outline the competencies, knowledge, and skills that IEHPs must have to be eligible to apply for registration and be ready to practice in Canada. IEHPs can assess their own competency while working through a Tool using a self reflective approach.
In addition to providing a transparent and effective way for interested persons to help determine if they want to immigrate and practice in Canada, we are noting unexpected users of SARTS such as post secondary institutions and career counselors.
The SARTs are created by the Nova Scotia Community College in concert with Atlantic Connections, Price-MacDonald & Associates and national professional associations/regulatory bodies with funding from Health Canada. To date, 12 Tools have been completed and 8 more are planned to 2016.
Reviewers of this abstract may wish to view any of the completed SARTs at www.atlanticcanadahealthcare.com The Tools can be accessed (at no cost) by creating a login account.
|
|
|
|
|
Protocol for Prevention and Screening in Recognition of Acquired Competencies
Presenters: Andrée Langevin, Cégep Marie-Victorin’s RAC office; Guy Fortier, Compétences Montréal
The RAC process begins by evaluating an application. The evaluation is based mainly on the candidate’s formal and informal experience, a self-evaluation of the candidate’s competencies as compared to the objectives of the programs he or she is interested in, and a validation interview conducted by a content specialist. Some applications will not be accepted because, although experienced in their fields, some candidates may be deemed likely to have difficulty demonstrating their competencies. They may have trouble, for example, expressing themselves in the language of instruction — oral or written, making connections between theory and practice, summarizing information, etc.
It is currently difficult to determine, at the application evaluation stage, the source of problems that some candidates may encounter later in the RAC process, when they are required to demonstrate their competencies — however undeniable these may be — satisfactorily and in a reasonable amount of time. It can be difficult to determine whether the problems are language related, temporary learning difficulties that are easily overcome, or learning disorders requiring special assistance. The situation becomes even more complex when candidates are immigrants whose mother tongues are not the same as the language of instruction.
At the Cégep Marie-Victorin’s RAC office, these issues led to in-depth team brainstorming. Having witnessed the obstacles encountered by candidates with these kinds of difficulties — and their detrimental effects on the candidates’ feelings of competence, the RAC team was very aware of the urgency of the situation. The idea of establishing a prevention and screening protocol arose in response to these issues.
|
|
|
|
|
PLAR's International Future: The Promise of Collaboration
Presenter: Joy Van Kleef, Canadian Institute for Recognizing Learning
As PLAR matures, its value to workplaces, educational institutions, and national qualifications systems is starting to emerge. The potential to learn from the experiences of other countries is also rising. Over the past 5 years, countries engaged in PLAR development and practice have been acting on common interests by formally collaborating in research, planning, and development. Among these collaborations is the development of databases designed to collect and share resources, and promote interest in assessment and recognition of non-formal and informal learning. The Prior Learning International Research Consortium (PLIRC) has focused its attention so far on PLAR research in its 8 member countries with plans for further expansion; the European University Continuing Education Network (EUCEN) is collecting the practices of 27 European countries; and the Nordic Network is developing a collaboratively managed collection of different types of resources from 4 Scandinavian countries.
These developments, which will be presented during the session, show the current potential for international strategic development and shared understandings that cross multiple borders. They also illustrate some of the challenges in striving for international collaboration. Issues of language, distance, resources, and technology are among them. Also important are questions on why information on PLAR is being shared and how this may impact PLAR development internationally. These issues and potential impacts will be the focus of discussion with session participants.
|
|
|
|
|
Remote Recognition of Acquired Competencies Through ICT
Presenters: Hélène Lebreux, Lead RAC Academic Advisor; Sylvie Dugas, RAC Academic Advisor and Content Specialist; Danielle Lachance, Coordinator, Groupe Collegia Gaspésie/Îles
Bas-Saint-Laurent and Gaspésie/Îles-de-la-Madeleine cover a vast area where accessibility of services presents a significant challenge. For this reason, Groupe Collegia, a consortium of continuing education services including the Cégep de la Gaspésie et des Îles and the Cégep de Matane, has set up a Moodle platform that facilitates access to RAC services. This tool acts as an interface between academic advisors, content specialists and candidates. Casual, dynamic and simple to use, it saves a great deal of time and energy for everyone involved in the process. It is accessible throughout the area and is updated according to the development of the service and tools. The platform makes it easier for academic advisors to manage all communications, documentation, and information to be made available to specialists and candidates. It also helps the content specialist: - It facilitates communications with candidates. Evaluation preparation activities and explanations of the work to be done are sent via the platform.
- It stores all documents that candidates may find useful.
- It acts as a medium through which candidates’ work may be submitted.
- The platform enables Groupe Collegia to offer a very high-quality remote service that can be individually tailored for each candidate. Making our services available throughout the entire area is no longer a problem.
|
|
|
|
|
Through Near-retirement Eyes: Reflecting on PLAR’s Lot in Canada in Light of Exciting New Developments
Presenter: Dianne Conrad, Ph.D., Athabasca University
Prior learning assessment and recognition has appeared in Canadian post secondary institutional policy and procedures for decades. Building on seminal literature, largely American, as long ago as the late 80s, and developed from ancient philosophies that emphasized the value of social and experiential learning, Canadian adherence often made it to paper but rarely as far as praxis. Recent dramatic global economic changes accompanied by a rise in technology and social networking have wrought many funding and federal changes, as a result, to emergent issues such as labour shortages and immigration muddles; however, university-practiced PLAR has not yet benefited from either top-down or bottom-up initiatives and the field, generally, remains sporadic, eclectic, or marginalized. Surely, the sound adult principles that underlie PLAR through the work of Dewey and other adult educators who heralded the importance of adults' experiential and lifelong learning should enjoy even more relevance today in an era of increased longevity, worker health and, concomitantly, decreasing birth-rate. Surely the innately creative and innovative nature of the PLAR process should highlight its potential as a solution to our many social and economic woes. To date, this has not occurred. However, The New Kid in Town, Open Educational Resources (OERs), in a strange twist of events, will perhaps breathe new life into PLAR's tired history. The OER movement, in searching for assessment authenticity and recognition among a variety of institutions, is examining PLAR processes for possible pathways to flexible learning. This workshop will review and assess PLAR's history in Canada and look at what the future offers through education's current fascination with OERs. Participants will engage in workshop discussion and activities.
|
|
|
|
|
Best Practices for Working with Adult Learners with Skilled-Trade Career Interests
Presenter: Kimberly Williams, Atlantic Canada Regional Manager, Frontier College
This workshop will focus on the best practices for preparing adult learners with low literacy and essential skills for skilled trade jobs. It will highlight some best practice strategies, while also facilitating group discussion on the various issues surrounding preparing adults to work in the skilled trade profession.
|
|
|
|
|
Overview of competency assessment in Ontario's regulated professions
Presenter: Hon. Jean Augustine, PC, CM, Fairness Commissioner, Office of the Fairness Commissioner
Many Ontario regulatory bodies use competency assessment to decide whether applicants meet the entry requirements to their professions. The majority say that competency assessment is part of their normal licensing process. Some report that it takes the form of an examination. Others demand a certain amount of experience, verified and/or evaluated against a set of competencies‚ in the profession. Yet others rely on educational institutions to assess competencies as part of a formal program an applicant must complete before entering the profession. The Office of the Fairness Commissioner has observed that regulators use a wide variety of approaches, often alongside other types of assessment. This workshop will offer an overview of the use of competency assessment for entry to Ontario's regulated professions. The presenter will identify themes and suggest implications for fair access to the professions. The Office of the Fairness Commissioner is responsible for ensuring that 40 regulatory bodies in Ontario have licensing procedures that are transparent, objective, impartial and fair.
|
|
|
|
|
Increasing Enrollment and Submissions of Lifelong Learning Assessment Essays Using the Online Modality
Presenter: Thomas Mason, Grand Canyon University
Grand Canyon University uses Lifelong Learning Assessment essays (rather than Prior Learning Assessment portfolios), to award credit for experiential learning. Unlike portfolios, essays permit the capture of more diverse experiences for more students, but award fewer credits per attempt.
Grand Canyon University experienced a significant increase in LLA submissions after some basic changes to the structure of their LLA coursework and program promotions. This presentation will demonstrate how to create or optimize your own online LLA essay program. Specifically, the following areas are covered: - The role of Enrollment and Academic Advisors
- Intercessory prompts within the curriculum
- Building the online course
- Systems to track submissions, progress, and assessment completion
- Standards for successful essays
- Preparing and monitoring LLA faculty
|
|
|
|
|
Toward an Innovative Model of Adaptation and Recognition of Acquired Competencies to Accelerate the Professional Integration of Immigrants
Presenters: Daniel Laurin, Collège de Maisonneuve; Pascale Chanoux, Institut de recherche sur l'intégration professionnelle des immigrants
The adaptation and recognition of competencies for immigrants in information technology programs is intended to facilitate the professional integration of qualified immigrants by offering them the opportunity to have their competencies officially recognized, which will help them with their integration and long-term establishment on the labour market.
The program is founded on an innovative approach to recognition of acquired competencies that: - enables each person’s profile and process to be tailored according to his or her previous experience and career path;
- focuses on professional integration by proposing a path that facilitates entry into the labour market based on each individual’s specific area of expertise;
- is based on a set of standards that will form a bridge between individuals’ acquired competencies, the needs of employers and official ministerial competencies.
The pilot project has been monitored and documented throughout, and will be subject to a final assessment that will enable us to develop a new approach to RAC and to evaluate the transferability of the model to other training programs and teaching facilities.
|
|
|
|
|
The International Qualifications Network (IQN)
Presenter: Allain Lauzon, Citizenship and Immigration Canada - Foreign Credentials Referral Office
Launched on December 6, 2011, the IQN is a website that is administered by the Foreign Credentials Referral Office (FCRO). The IQN provides is a virtual space for employers, regulatory bodies, sector councils, academia, immigrant serving organizations, and governments to learn from, and to leverage the practices of others to advance their own foreign credential recognition initiatives.
While all the information posted to the site is public, registered members may contribute information about their own initiatives, and provide feedback on others' initiatives.
The IQN website was developed to address the need for a centralized tool to promote and support the sharing of information related to the assessment and recognition of international qualifications in Canada.
Information posted on the IQN helps to build the ever growing qualifications assessment and recognition body of knowledge and benefits stakeholders across all Canadian jurisdictions. It is also a useful tool for all stakeholder groups to monitor projects that were funded, read about lessons learned, discover best practices, forge new partnerships, and save time and effort by leveraging existing practices.
The IQN already boasts hundreds of members and their projects that range from bridging programs to comparative studies of practices happening in other countries and self-assessment online tools.
|
|
|
|
|
Marketing PLAR to Students
Presenter: Nicole Borhaven, Thompson Rivers University - Open Learning PLAR Advisor
This presentation will share Thompson Rivers University – Open Learning’s (TRU-OL) key research findings regarding marketing PLAR to potential or current students in order to increase participation in PLAR. TRU-OL commissioned Eduventures to conduct this research. They assessed other institutions’ PLAR programs, interviewed PLAR leaders across multiple campuses, and analyzed consumer preferences data.
I will present this research and then walk through the significant findings related to: PLAR at profiled institutions, marketing messages, web site positioning, marketing channels, enrolment motivations, and PLAR student characteristics. Marketing recommendations were formulated from these findings, which I will also communicate to the workshop participants.
With this shared information, I will facilitate discussions regarding how marketing may work best with the participants’ institutions, given the uniqueness of what each institution offers. As well, we will discuss our own perceptions of how marketing has or has not worked at our institutions and devise some possible beginning steps on the road to enhancing the marketing of PLAR to students.
|
|
|
|
|
A PLAR Process for System Leadership
Presenter: Joe Jamieson, Ontario College of Teachers
The Ontario College of Teachers recently developed a PLAR process for the highest qualification available in Ontario's education system. This presentation will provide highlights on the unique circumstances that led a regulator to adopt this process and approach, and will highlight the factors that have been included in the model in use. As Canada's largest regulatory body, the College had to balance multiple principles and interests to achieve this result. The presentation would highlight these considerations, and would describe the reasoning and rationale used in weighing the suitability of a PLAR approach. The presentation would also describe the development process and its relationship to the traditional Supervisory Officer Qualification offered in the province. With continuing pressure on regulators to ensure practices respond to labour mobility across Canada's provinces and territories, and the skills and knowledge brought to the labour market by new Canadians, the session would provide excellent material for a discussion of widespread application of PLAR by regulatory and professional bodies. The presentation would also highlight the importance of a thorough, valid process to allow a regulator to ensure that it continues to serve its role in protecting the public interest when issuing qualifications.
|
|
|
|
|
Multi-stakeholder Work Groups: A collaborative model for making systemic change in regulated occupations
Presenter: Jan Sheppard Kutcher, ISIS/Nova Scotia Dept. of Labour & Advanced Education
International Qualifications Assessment & Recognition (IQAR) continues to be a significant challenge across the country. In Nova Scotia, Quebec, Ontario and Manitoba, fair registration practices legislation aims to ensure that regulators have fair, transparent, timely and impartial processes. But regulators do not hold all pieces of the puzzle. Competency assessment, communications & cultural orientation, pre-employment services and gap training are frequently handled by other organizations, and barriers to workforce integration are multiple. To develop practical and sustainable solutions, all key stakeholders need to be at the table.
In Nova Scotia, a Multi-stakeholder Work Group model has been developed and implemented to facilitate systemic change and appropriate supports in IQAR. There are currently eight Multi-stakeholder Work Groups covering 14 regulated occupations. Using a highly collaborative approach, the Work Groups bring all key players together around the table on a regular basis. This includes regulators & professional associations, educational institutions, settlement organizations, employers, unions, government, sector councils and internationally educated professionals themselves.
As a collective vision emerges, these profession/trade specific Work Groups have demonstrated concrete results including removing unnecessary barriers, introducing new pathways to licensure, incubating innovative Recognizing Prior Learning (RPL) projects, creating productive partnerships, and acting as program advisory groups. They support compliance with fair registration legistlation. They are inclusive forums for the critical reflection & vigorous group discussions needed to tackle complex IQAR issues but they aim always to move knowledge into action. Evaluation of the wider impact is in the planning.
|
|
|
|
|
Bridging Theory and Practice with Student-Directed Learning in an Individualized B.A. program
Presenters: Mary Kirk, Metropolitan State University; Marcia Anderson, Metropolitan State University
Student-Directed Learning (SDL) strategies can help adult students complement and fill theoretical gaps in their practical learning to prepare for college-level credit assessment, or to better meet workplace expectations. In addition to SDLs‚ student-directed, faculty-supervised independent studies‚ we have developed a hybrid Theory Seminar concept to help students bridge their experiential learning competence with academic, theoretical learning. Preparation for SDLs and Theory Seminars includes student self-reflection, analysis of their learning backgrounds, self-identification of learning needs, faculty consultation, and “diagnostic” tools to help students gauge their degree of competence. Students in the Individualized B.A. program engage in this self-reflection and self-assessment as part of an educational philosophy and degree planning course. Participants will learn about our SDL and Theory Seminar models, explore their use in our Individualized B.A. program, and consider their potential for use in other adult-assessment settings. Learning outcomes from the session include: understanding how to apply the concepts of Student-Directed Learning and Theory Seminars for competence-based assessment of college-level learning; analyzing a model of Individualized B.A. degree planning that includes learner self-reflection on their life and educational goals, self-assessment of their learning backgrounds, and the development of a self-defined focus to meet their unique knowledge needs; reviewing examples of Individualized degree plans and SDLs that students have developed; and gaining insights for applying these concepts in other adult-assessment settings, such as career search and workplace employee development.
|
|
|
|
|
An Assessment-Friendly Canada: Possible Model or Pretty Mirage?
Presenters: Frank Vandenburg, Collège communautaire du Nouveau-Brunswick; Nigel Lloyd, CamProf Inc.
After collaborating on a number of projects involving PLAR/RPL, Essential Skills, International Qualifications and the challenges surrounding them, the co-presenters believe they have found a way forward that will neither provoke a constitutional crisis, nor overwhelm the assessment community. We will present a model for the assessment of learning, identifying the structure, inputs, processes and outcomes at the level of the individual, organization, and province with the pan-Canadian implications identified. We will then illustrate those pieces of the model which already exist, and identify those which are lacking, with suggestions as to how the gaps might be filled.
Examples will be included from Canada, the US and Europe, and will include both Regulatory models and the “Open Method of Coordination” which includes stakeholder commitments, shared frameworks, common goals, autonomy and diversity among stakeholders as well as periodic evaluations and reviews. Our intention will be to set out a practical route, drawing together all the work which has been done while promoting discussion to identify short and long ‚term objectives for this approach. Participants will be provided with a variety of evidence to support the realization that pan-Canadian frameworks are possible and beneficial, while respecting provincial autonomy. The role of the Non-Government Organizations (NGOs) and the Agreement on Internal Trade (AIT) will also be explored.
|
|
|
|
|
ePortfolios for Learning, Qualification Recognition and Workplace Competency in 2012 - A Global Perspective
Presenter: Don Presant, Learning Agents
Don Presant, an ePortfolio evangelist since 2004, will engage participants in a fast-paced tour of international ePortfolio practice in 2012.
The workshop will be based on knowledge of innovative work in Canada, online connections with the global ePortfolio community and will also bring the latest news and developments from these three international ePortfolio conferences scheduled for July 2012: - Mahara UK 2012 in Lancaster, England
- the 10-year old ePortfolio and Identity Conference in London (ePIC 2012, formerly EIfEL)
- the Association for Authentic, Experiential and Evidence-Based Learning conference in Boston (AAEEBL 2012)
The workshop will draw on the latest research and case studies from these conferences to explore the intersection of ePortfolios with the employability of adults in transition, workplace learning, immigrant integration, professional development, self-directed learning and Personal Learning Environments and performance support.
Special topics will include Mozilla's revolutionary new Open Badges initiative, the Mahara Open Source ePortfolio, and the impact of multimedia and mobile technologies and Web 2.0 applications such as Facebook and LinkedIn.
|
|
|
|
|
Competency-based PLAR for Licensing
Presenter: Suzanne Massie, Senior Consultant, HRSG
There are many different ways to assess work experience. Competency-based approach is one of these methods that focus on the underlying characteristics of an individual that can lead to consistent effective performance in a given field. Where many methods of assessing work experience (e.g., CV, reference check) focus on what an employee did, the proposed competency-based process also informs on how a task was completed, and why it was done.
Competency-based approaches go into greater depth regarding the behaviours that reflect key characteristics to successful performance. Competencies focus on the underlying effective, observable, and measurable behaviours necessary for success in a given occupation.
HRSG will present recent work completed for a professional association who is exploring the use of a standardized approach to a competency-based assessment of work experience as part of their licensing program. The process focuses on a standards approach to help candidates describe their accomplishments as they relate to targeted competencies critical to their profession. All examples are validated by the person who was responsible to oversee the work being completed and who can attest to the accuracy and the representativeness of the example described. Trained assessors rate the applicants' submissions using well defined criteria. The presentation will guide you through the development and pilot testing of the tool.
|
|
|
|
|
Engaging Employees Today in Learning for Tomorrow: The Learning College Portfolio
Presenter: Elizabeth LeVatte, NSCC
Join a “community of NSCC learners” in an interactive discussion on the learning journeys they have experienced in our innovative and self-directed Learning College Portfolio – LCP. Through the process of setting goals for new and significant learning in areas of their work they are passionate about and determining prior learning, and developing a learning plan, learners and their managers are experiencing a more intentional and deliberate approach to development. They are committed to ensuring currency in their occupation, teaching and learning, the organization and its values, and portfolio learning to help NSCC achieve our mission – “growing Nova Scotia’s economy and quality of life through education and innovation.”
The Learning College Portfolio – LCP is a relatively new, self-directed learning program for experienced employees at NSCC, to continue their learning through an intentional learning journey. It complements the “developmental” programs offered to employees and is “aspirational” in nature. The LCP provides opportunities for our employee learners to innovate and apply the entrepreneurial spirit to the work, through new learning and application of the learning. It employs recognition of prior learning on a “go forward” approach to an individual learning plan that answers the questions: Where am I going? Where am I now? How will I get there? How Will I know when I get there? What’s Next in my learning journey?
The original purpose of the program was to engage experienced learners in learning to ensure that we have the currencies needed to move the work of the College forward. Employees are recognized upon completion of the LCP through remuneration and a college-wide celebration. The impact of this innovative program has been far and beyond what we had imagined – we will share these stories in the session.
|
|
|
|
|
Matching the skills of Immigrants with Workplace Needs: SIAST Establishes Overseas PLAR Assessment Centers
Presenters: Grant MacTavish, SIAST, Stephanie Thompson, SIAST
Demand for skilled workers has far outpaced the available workforce in Saskatchewan in a number of trade areas. Many employers in Saskatchewan are turning to immigration to address these skill deficits. SIAST has responded to requests from employers to verify the skills of immigrants prior to their selection for immigration under the Saskatchewan Immigrant Nominee Program. This presentation will showcase the approaches used to establish overseas assessment centers, train assessors and to ensure the ongoing integrity of the overseas PLAR assessments. Both an immigrant and employer perspective on the process will also be highlighted.
|
|
|
|
|
Profitable RAC: how to organize RAC to reach various clienteles who need it and make a profit out of it
Presenters: Geneviève Rock; Andy Brown
Qualified workforce shortages are predicted. New alarming predictions come out every month. How can RAC help overcome them? Workshop leaders will present Champlain’s innovative model. By offering varied and flexible approaches that meet the needs of specific clienteles, the College has managed to provide people with the opportunity to gain recognition and have access to customized training opportunities. Over 220 people coming from various groups such as businesses, immigrants, First Nations and individual workers have benefited from Champlain’s RAC services, enabling many to enter the workforce or to gain access to better employment. We will also present how evaluations and partial training activities are organized at Champlain to ensure they are profitable, allowing the College to keep on offering high quality services and developing new areas.
|
|
|
|
|
Portfolio Learning In Action
Presenters: Sheila MacCrimmon, Organizational Learning, NSCC; Maria Desjardins, Organizational learning, NSCC
In 1999, NSCC became Canada’s Portfolio College. In 2008, we re-imagined Portfolio Learning and began intentionally integrating reflective practice into our staff development and College learning events. As a result, our focus has broadened to include not only product but also practice, process, philosophy and the whole person: NSCC’s 5 elements of Portfolio Learning. As we expand Portfolio Learning within our staff learning opportunities, the foundational questions-Who am I? Where am I going? How do I get there? continue to inform our approach to teaching and learning.
Whether in small groups or large forums, it is through conversation that we discover shared meaning and tap into our collective knowledge. Authentic conversations among learners of diverse backgrounds can be encouraged wherever people gather.
In this interactive session participants will bring their experience of reflective practice into conversations and make connections to the practice, process, philosophy, person and product of portfolio learning.
|
|
|
|
|
The Effectiveness of Credential and Competency Assessment Tools: Are they helping immigrants succeed and what are ways to better support immigrants entering the post-secondary system?
Presenters: Jan Carter, George Brown College, Sophia Lowe, World Education Services, Grant MacTavish, SIAST
This workshop aims to share knowledge, experience and insights about credential and competency assessment tools and the challenges and opportunities to improve tools and systems for RPL and FCR for post-secondary admissions. Post-2012, projected declines from the traditional stream of direct entrants (high-school) means institutions will be looking to non-traditional learners (immigrants, international students, and other mature applicants) for recruitment and admission; however, many processes/procedures do not yet support streamlined entry for these learners. Presenters will share data about immigrants’ experiences gaining recognition for their prior learning and education and provide insights for improving the current systems of recognition.
|
|
|
|
|
Implementing a New PLA Process for MLA’s
Presenter: Lorna Zilic, Canadian Society for Medical Laboratory Science
The Canadian Society for Medical Laboratory Science (CSMLS) is the national certifying body for medical laboratory technologists (MLTs) and medical laboratory assistants (MLAs), and the national professional society for Canada's medical laboratory professionals. We represent over 14,500 members in Canada and around the word. The CSMLS is committed to ensuring that all qualified MLTs are able to contribute fully to the economic, social and cultural well-being of this country. The purpose of our Prior Learning Assessment (PLA) process is to establish equivalency to the national standard as outlined in the CSMLS Competency Profile. Unlike most health care professions, the CSMLS provides a single point of access for prior learning assessment. Currently, MLAs are not yet regulated in any jurisdiction in Canada yet they play a vital role in health care. We want to ensure that MLAs meet a national standard by using an evidence-informed research approach for PLA policy.
Through this presentation you will learn how the CSMLS has utilized research and experience to create a world class program with a humanistic approach to PLA for MLT’s and how we are using this proven methodology to collaborate with laboratory health professionals across Canada to create a world class PLA process for MLA’s.
|
|
|
|
|
Optimizing Connections; Making the Match A Collaborative Immigrant Service Delivery Model - Strengthening Skills for Successful Employment
Presenters: Eileen Kelly-Freake; Sheri Abbott; Chantelle Power, AXIS Career Services
Since 1996, AXIS Career Services, the Employment and Training Division of the Association for New Canadians, has played a key role in helping to integrate internationally educated workers, trades persons, and entrepreneurs into the local labour market. The centre offers an array of customized programs and services that bridge the gap between immigrants and local employers. Using a multi-stakeholder approach, the service delivery model at AXIS provides newcomers an opportunity to demonstrate their skills and abilities and also helps employers identify and match skilled workers with their employment needs.
The model is three-fold, focusing on: - Collaborative partnerships with the community, regulators, educational institutions, and sector councils to assist immigrants through credential recognition and RPL processes.
- Employer Engagement is instrumental in matching a talented pool of immigrants with employment opportunities across the province. Small and medium sized businesses, in particular, are able to host immigrants in a variety of customized bridge to work programs which provide an opportunity for immigrants to showcase their skills and abilities in a monitored workplace environment. Additionally, employers are also able to assess the participant’s skills and abilities in a practical setting while the immigrant has an opportunity to reflect on their experiences and identify opportunities for learning.
- Skills Development programs are integral in helping immigrants prepare for successful employment in their fields of expertise. Learners are encouraged to complete a self-assessment to identify how their competencies/soft skills, knowledge and experience match Canadian occupational standards. They may also have the opportunity to demonstrate their skills through developing a portfolio and may participate in additional programs to assist with further developing their soft skills prior to entering the workforce. While there are core programs that are offered on a continuous basis, AXIS is always evolving and developing programs that meet the needs of the clients and better serve our employer partners.
This presentation will highlight the benefits of utilizing a collaborative approach to effectively recognize and match the skills and abilities of immigrants with the changing demands of the labour market.
|
|
|
|
|
Mature Workers and RPL – Recognizing Transition Boomers
Presenters: Denyce Diakun, Chair of Mature Workers and RPL Working Group, Algonquin College; Gaelyne MacAulay, Past Chair, CAPLA; Linda Manning, Consultant; Nadia Bissada, Dawson College
In Canada, the aging workforce and longer life expectancy present an opportunity for RPL to serve the needs of a previously unrecognized group of Canadians: Transition Boomers. CAPLA, with a strong foundation of recognized expertise in RPL for employment transition, is well positioned to serve this emerging vulnerable population and to broaden and deepen RPL as a tool for workforce development.
Members of CAPLA’s Mature Workers and RPL Working Group will offer a snapshot of priority areas and ‘works in progress’ undertaken this year. Dr. Linda Manning will present initial findings of a study funded by Algonquin College on mature workers who face career transition and the role of RPL to respond to their unique needs. This will be followed by a report from the Mature Workers Training Subcommittee, presented by Subcommittee Chair Nadia Bissada. Workshop participants will be asked to contribute their ideas and suggestions throughout this interactive session. Those interested in joining the Mature Workers and RPL Working Group are most welcome.
|
|
|
|
|
Recognition Of Prior Learning (RPL) and Workplace Training – A Conversation
Presenter: Vanessa Mian, National People Resources Consultant and Dan Logan National Training, Learning and Development Director
McDonald’s Canada is exploring ways to have their globally recognized training and development programs accredited with post-secondary institutions in order to encourage, support and facilitate the continuing education of their 80,000 employees. By leveraging past experiences in prior learning assessment and recognition (PLAR) both in Canada and the US, McDonald’s would like to bring this concept to life through discussions with key partners, associations and selected colleges and universities. Recommendations and feedback will be important to McDonald’s and other corporate partners, going forward.
|
|
|
|
|
Pre-arrival Programs for Immigrants – Exploring the RPL connection (two hour super session)
Presenters: Cynthia Murphy, Director, Canadian Immigrant Integration Program (CIIP); Mohja Alia, Manager, Employment Services & Bridging Programs, Immigrant Settlement and Integration (ISIS); Kathy Burnett, Manager, Language & Skills Development Online, ISIS; Johnny Cheng, Senior Project Manager, Active Engagement and Integration Project (AEIP), SUCCESS; Jan Carter, Manager, Immigrant Education, Centre for Preparatory & Liberal Studies, George Brown College; Grant MacTavish, RPL Coordinator, Saskatchewan Institute for Applied Science and Technology (SIAST); Rick Tachuk, Director, Communications & Government Relations, Canadian Council of Technicians and Technologists
The recognition of prior learning (RPL) is an important component to any program that helps perspective immigrants prepare for Canada’s labour force. Although many newcomers have diplomas and degrees which can be compared to those issued in Canada, there are very few comprehensive programs to help immigrants describe and prove their skills, abilities and competencies against industry or occupational requirements.
The Canadian Immigrant Integration Program (CIIP) supported by the Association of Canadian Community Colleges (ACCC) and funded by Citizenship and Immigration Canada is a pre-arrival program which helps immigrants prepare to come to Canada. CIIP personnel, along with a number of other partners who deliver programs overseas and in Canada, will explore how newcomers can showcase and prove their skills and abilities prepare more effectively while they prepare to immigrate.
For example, the Skills Passport Project, managed by SIAST, and funded by the Government of Canada’s Foreign Credential Recogniton Program, validates the skills of trades’ professionals against Canadian standards prior to immigration. SIAST has established approved assessment centers to carry out skill assessments in two countries and conducts skill assessments in five trade areas using prior learning assessment.
Pre-arrival programs and services at ISIS contribute to a more successful labour market integration process for immigrants in Nova Scotia by providing opportunities for early and effective preparation while still in their home countries. ISIS will highlight a number of their programs such as pre-arrival employment counselling and advising, navigating pathways to licensure, pre-employment workshops, pre-arrival practice interviewing and online skills assessment.
This session will be interactive and participants will be asked to contribute to a conversation about the opportunities and challenges related to the recognition of prior learning (RPL) for newcomers.
|
|
|
|
|
Hybrid Models of Portfolio – Exploring Alternatives While Maintaining Quality
Moderator: Bonnie Kennedy, CAPLA; Presenters: Teresa Francis, PL Centre, Halifax, NS; Eileen Kelly-Freake, AXIS Career Services, St. John’s, NL; Carol Timlin, Amanda Middleton, Susan Norrad, Victoria County Career Services, City of Kawartha Lakes, ON;
A growing number of organizations, employers, occupational bodies and educational authorities are requiring portfolios as part of a learning assessment process: for admission into an academic or certification program, for entry into professional practice, for direct employment, for career advancement.
The quality of portfolios varies. Although portfolios can be developed for primarily personal reasons, others are used for learning assessment purposes. Concern has been expressed in the latter case, especially when portfolios become exemplars of work undertaken and do not contain the necessary direct and indirect documentation required by a trained portfolio assessor who must evaluate the person’s learning claims.
In addition to the quality issue, many employment counsellors are finding that traditional portfolio models are not suited to their clients who are looking for work quickly and do not have the time or interest to undertake a lengthy process of portfolio development.
This workshop will look at the challenges and strengths of portfolios and how some agencies are exploring compressed models that better meet the needs of employment agencies and their clients. Participants will be asked to share their hybrid portfolio models, to discuss ‘works in progress’ and to bring handouts to share with colleagues.
|
|
|
|
|
Assessing Competence: An Open Space Conversation
Presenter: Susan Simosko, President, Susan Simosko Associates Inc.
Assessing Competence: An “open space” conversation with Susan Simosko and colleagues about good practice and current trends. This session will provide an opportunity for participants to ask questions and discuss answers in a way that is both fun and informative. It will continue the exploration of ideas introduced in Assessing the Skills and Competencies of Internationally Trained Immigrants: A Manual for Regulatory Bodies, Employers and Other Stakeholders (CAPLA, 2012).
|
|
|
|
|
Qualifications Recognition in Manitoba: The Impact of The Fair Registration Practices in Regulated Professions Act
Presenter: Ximena Munoz, Office of the Manitoba Fairness Commission
This presentation will provide participants with an overview of Qualifications Recognition in Manitoba. The presentation will look at The Fair Registration Practices in Regulated Professions Act, its impact and effectiveness. Participants will learn about the challenges regulators and internationally educated professionals face, as well as what is being done to better recognize the knowledge and experience of internationally educated professionals.
|
|
|
|
|
An Attempt to Unite Two Conceptualizations of PLAR
Presenter: Lloyd Hawkeye Robertson, Northlands College
Two forms of Prior Learning Assessment and Recognition have been postulated: challenge-for-credit and holistic portfolio. In the “challenge for credit” model evidentiary files are used to demonstrate competency against a set of criteria. Demonstration of competency leads to recognition in the form of academic or technical credit or direct employment. In the “holistic portfolio” model an attempt is made to recount significant life experiences along with assumptive learning associated with those experiences. Interpretations placed on various significant experiences may be re-framed, life direction may be defined, and gaps in knowledge and understanding necessary for personal fulfillment may be identified.
This presentation reviews the attempt by Northlands College in northern Saskatchewan to place both forms of PLAR in the same conceptual tent. We will review the impetus for making such an attempt, a theoretical framework that may guide such an attempt, and practical considerations involved in implementation.
|
|
|
|
|
Early Childhood Educators Rely on Prior Learning for Success in Certification Program
Presenters: Lori Johnston, Workplace Learning PEI; Jeremy MacEachern, Workplace Learning PEI; Mark Douglas, Workplace Learning PEI
In the spring of 2010 the government of Prince Edward Island created an initiative to improve the early years learning system on PEI. Kindergarten classes were moved into the secondary school system and childcare centres were given the option to become subsidized Early Learning Centres. Kindergarten teachers in the childcare centres were hired as teachers and given the opportunity to upgrade their education while on the job. Taking these most qualified individuals out of the Early Learning Centres reduced the number of certified staff in the early childhood sector. In order to meet the criteria of certified staff in the Early Learning Centres, the Early Child Development Association contracted with Holland College to develop entry level courses. The three - 30 hour courses were deemed to be the minimum requirement for anyone working in an Early Learning Centre. The courses were delivered on-line to provide flexibility for the childcare workers and Holland College dropped the requirement of grade 12 for entry to these short courses in recognition of prior learning and current employment with a childcare centre.
Workplace Learning PEI assessed each of the 246 uncertified staff working in the sector. The findings showed that more than 10% of the employees would require a combination of Essential Skills updating before the courses and support throughout the program. This interactive presentation will relate how the employees were assessed, how support was provided and how the employees relied on their prior learning to update their Essential Skills and be successful in the certification courses.
|
|
|
|
|
Leading the Way: Expanding Education and Career Pathways through Recognition of Prior Learning
Presenter: Mary Beth Lakin, American Council on Education
Recognition of prior learning is a critical component to raising adult learners’ postsecondary participation and attainment. Engaging academic leadership, faculty, and business/industry is a key element to increasing awareness, acceptance, and application of prior learning in both workplace and education settings. This workshop will provide an overview of the American Council on Education’s (ACE) credit recommendation review of workforce training; strategies for building faculty engagement; and current initiatives focused on college-employer collaborations that promote the increased review and articulation of prior learning. Participants will have the opportunity to identify and share strategies, processes, and tools for developing effective collaborations.
|
|
|
|
|
A Co-ordinating Mechanism for the Recognition of Prior Learning in South Africa – Exploring the Possibilities from the Perspective of the South African Qualifications Authority
Presenters: James Keevy; Loffie Naudé
South Africa is looking for the best way to coordinate RPL on a country wide basis. There is a proposal that the South African Qualifications Authority (SAQA) act as an incubator for a national Recognition of Prior Learning (RPL) coordinating mechanism for the period 2013-2018. The workshop will provide some reflections on how SAQA could take up this responsibility and includes a consideration of SAQA’s role in terms of the National Qualifications Framework (NQF) Act of 2008, current RPL projects which SAQA is involved in, suggestions for benchmarking with similar international RPL organisations, as well as initial thoughts on the necessary human and financial resources that will be required should SAQA take on this responsibility in the near future.
The workshop will: - Reflect on the relationship between RPL and qualifications frameworks in general
- Share the South African RPL experience since 1995, an in particular, initiate debate on different ways in which RPL can be coordinated at country level with the view of gaining new insights that may be applied to the current South African context.
This discussion paper draws on discussions within the SAQA RPL Project Team comprising of James Keevy, Loffie Naudé, Joe Samuels, Shirley Lloyd, Themba Magasela, Khosi Molala, Jody Cedras and Tienie Maritz.
|
|
|
|
|
In Search of New Pathways for Scholarly Research in Universities for Non-Credentialed Experts – A Case Study
Presenters: Patrick Donahoe, CAPLA Chair; Peter Garland, MDA
Several months ago CAPLA got to know Peter Garland, a published and internationally-known innovator and leading member of Canada’s satellite communications community. Peter was exploring ways in which he could start to work in a collegial way with university experts in analysing the impacts of communications technology on society, commerce and on the rise and decline of nations and earlier empires. He wanted to be able to have his thinking challenged by academic colleagues and to refine his research within a community of like-minded scholars, with a mind to chronicling the development of communications technology in Canada from a range of significant historical and technical perspectives. The only catch is that Peter does not have a baccalaureate degree that would enable him to segue into a Masters and subsequent Ph.D. program, where producing a significant body of knowledge in a well-researched academically-sound publication is often an outcome. Peter had over forty-five years of experience and leadership in the area of advanced technology and had represented Canada on international technical committees. Despite living the history of communications over that time, he would need to spend at least four years of full time study in a BA program before he could give something back to his profession in the form of knowledge and mentorship.
Patrick Donahoe, CAPLA’s Board Chair and past VP Student Services and Institutional Support at Capilano University will have a conversation with Peter to explore the implications of this challenge from a variety of perspectives: - How can we utilize the intellectual capital and experience of Canadian experts and pioneers who want to publish significant bodies of work with the help and guidance of the academy but who have few formal academic credentials?
- Are there opportunities for collaboration within universities that promote private and public sector partnerships and joint research arrangements? Is it not timely to investigate ways of capturing this vast pool of retiring expertise and experience that might well be able to contribute to our collective knowledge, corporate memory and intellectual capital?
- Can institutional policies and admission procedures be developed to facilitate the participation of adults who are experts in their field, at levels commensurate with their knowledge, skills and abilities?
- Is returning to school in the spirit of lifelong learning and the opening of the university culture possible for adults seeking advanced level courses and graduate work in their area of professional expertise or in areas, where there is a connection between their professional experience, their personal interests and the needs of academic research?
Workshop participants will be encouraged to share their ideas and suggestions.
|
|
|
|
|
PLAR Networks in Canada
Presenters: Frank Vandenburg, NBPLAR Action Group; Patrick Donahoe, BC Plan; Lauren Waples, MPLAN
A number of provincial PLAR networks have developed in Canada over the years. However there are as many differences as similarities which will make for a dynamic workshop discussion. Come and listen to representatives from British Columbia, Manitoba, New Brunswick and Newfoundland and see how their experiences have varied, from start-up challenges to current activities. This will be a good opportunity for those wanting to start a PLAR network in their region and who need some tips from experienced PLAR veterans.
|
|
|
|
|
Moving Forward on RPL Guidelines and Standards in Canada
Presenters: Elisabeth Barot, Program Officer-Education, Canadian Commission for UNESCO, Ottawa; Philip Mondor, Senior VP, Canadian Tourism Human Resource Council (CTHRC) and CAPLA Board of Directors; Deb Blower, RPL Facilitator, Red River College and Chair of CAPLA’s RPL Standards Working Group
Cet automne, CAPLA s’est jointe à la Commission canadienne pour l’UNESCO (CCU) située à Ottawa et à l’Institut de l’UNESCO pour l’apprentissage tout au long de la vie, situé en Allemagne, pour présenter un webinaire visant à examiner les récentes Lignes directrices de l’UNESCO pour la reconnaissance, la validation et l’accréditation des acquis de l’apprentissage non formel et informel. Nous espérons que l’élaboration de ces lignes directrices sur la RVA (tout comme l’ÉRA, la RVA est la reconnaissance des acquis) produira des changements positifs dans les pays qui conçoivent ou qui étendent leurs démarches de reconnaissance des acquis (RA). La CCU désire démontrer aux intervenants du Canada l’aide que ces lignes directrices pourront apporter aux gouvernements fédéral, provinciaux, territoriaux et locaux ainsi qu’à d’autres organismes qui s’occupent d’évaluer et de reconnaître l’apprentissage des adultes.
Venez examiner avec nous ce qui relie ces lignes directrices sur la RVA, les normes de pratique et les enjeux en matière d’assurance de la qualité au Canada. Participez aux progrès de l’ÉRA en vous engageant aux diverses activités liées aux normes et à la certification.
|
|
|
|
|
Using Social Media to Leverage Recognition of Prior Learning
Presenter: Maureen Ford, Program Manager, Information and Communications Technology Council (ICTC)
In the past having an up-to-date and well organized resume used to be enough to help a job-seeker secure employment in the job market. However, in today’s market this is no longer the case. It is important for those looking for employment in today’s job market to consider social media as a means of showcasing their knowledge, skills, abilities and prior learning. This medium works well for job-seekers who aren’t concerned about ‘putting it all out there’, and can be adapted for those who are less comfortable with public scrutiny of their work and life achievements.
An example of utilizing social media to leverage prior learning happens in ICTC’s Integrated Workplace Experience Strategy (IWES) Program. IWES is a unique intensive bridge training program that helps improve the integration of Internationally Educated Professionals (IEPs), into the Canadian digital economy, who have the technical/educational requirements but may need assistance in understanding Canadian workplace culture, communications and business. The program addresses participant gaps in required skills, knowledge and/or experience through workplace culture, business networking, workplace communication and social media training and preparation for employment in the digital economy. IWES program participants are encouraged to leverage social media channels as an integral component of their job-search and networking strategy to increase their opportunities to secure employment commensurate with their knowledge and experience.
This session will explore social networks such as Facebook, LinkedIn and Twitter, etc. and demonstrate how they can contribute to an effective approach to relationship networking strategy for those in the job-search and to skills assessment and recognition for employers wanting to see evidence of a person’s skills and competencies.
|
|
|
|
|
Overview of FQR initiatives in the Paramedic Profession in Canada
Presenter: Ben Maartman, Project Director, Canadian Organization of Paramedic Regulators; Advanced Care Paramedic
There have been three FQR projects, two provincial and one national, by paramedic regulators in the last 4 years. These projects include the development of self-assessment readiness tools, defined pathways for the internationally educated paramedics, and an environmental scan that includes current practices for preparation and pre-arrival supports by the provincial regulators.
At the same time the paramedic profession has collaborated with other countries, in creating a virtual forum, iParamedic, to encourage communication among the global paramedic community.
This presentation will review what has been achieved, what has been learned, and what the likely next steps are towards the long-term goal of a single gateway to Canada for internationally educated paramedics.
|
|
Conversation Café
(as of September 18, 2012)
|
|
|
Recognizing prior learning - more opportunities for who?
Presenter: Marin Gross, Tallinn University
I would like to explore the ideas of RPL in higher education settings, as that is the area where RPL has been developing the most. Lifelong learning policies in Estonia, as in many other EU member states, are greatly in favor of RPL and are aiming at social inclusion, widening access and employability through implementation of RPL.
The concept of RPL is problematic in the higher education context because the predominant perception of an institution of higher education is as a place where people come to learn or to be taught, rather than one where people bring their existing knowledge for recognition or sharing.
In Estonian higher education RPL systems are in place after intensive development of policies and practices. It is time to look back at the implementation of RPL in Estonian HE as well as who are the groups profiting from RPL.
Based on the research findings it can be said that there is overall lack of awareness of the RPL process and RPL is seen as a fast track through the higher education system. RPL is mostly applied for credit and recognition is sought for prior studies thus RPL is favoring the ones who already have formal learning opportunities but is not providing access to new groups of students. RPL implementation is university led and thus is concerned with quality assurance issues and fitting the RPL to the existing systems. Learning and learners as central for the RPL process are not present in implementation and are rather seen as problematic.
|
|
|
|
|
Workplace Literacy Project Utilizing Technology-Enabled Asynchronous Learning Experiences
Presenter: Marc Glassman, Memorial University of Newfoundland
Advanced computer-based training programs are less common within the field of adult literacy programs, in part because of the relatively low proficiency with computer use by certain of the learners. However, for many adult learners, there is a strong need to acquire these skills as they are considered to be essential abilities in order to participate in a knowledge-based economy. Currently, industry-specific computer-mediated software programs that focus upon essential skills and workplace literacy development are not readily available. In particular, computer-mediated instructional modules that can be self-paced and adapted to the needs and abilities of the individual learner as a way to prepare adults for employment in various workplace technical vocations are not widely available for the adult learner with low-literacy abilities.
Stella Burry Community Services (SBCS) assists adults to address individual barriers to employment in ways that are meaningful and might lead to sustainable employment. Various SBCS programs provide participants with intensive “life skills” training, as well as a variety of other work-related experiences and skills training so that participants are better able to access employment opportunities or pursue further education that would lead to career development. Very often, participants in these programs possess very low levels of literacy. As a consequence of this situation, even though these persons may achieve considerable personal growth and acquire basic essential and vocational skills as the result of their involvement in their SBCS programs, they may still have impediments to gainful employment because of the lack of functional literacy.
|
|
|
|
|
From Recognition to Integration and Pluralism: Who are the Stakeholders?
Presenter: Christina Lok, University of Calgary
PLAR is part of adult education and it is a two-way street for both immigrants and the mainstream society. It is found that the root of misrecognition/non-recognition of immigrants' credentials and international experiences lies in the politics of knowledge and the association of differences to deficiency. Recognition for the ultimate goals of immigrant integration and Canadian engagement in the practice of pluralism is more than recognizing academic credentials. Technical fixes on the part of the assessment tools are therefore not deep enough to solve the problem. To address social exclusion, social status needs to be justly recognized. Iris Young suggests the groundbreaking way to theorize justice by recognizing the value of group difference. From my personal experience as an immigrant and a mentor of a mentorship program for integration, I would like to add that for Canada to engage in pluralism, bridging programs for the biggest group of stakeholders, the average Canadians, should be initiated to raise their awareness of the demographic changes in Canada. In the workplaces, their acceptability of the 'R' of the acronym PLAR and their attitude towards group difference is detrimental to achieving the ultimate goals of integration and pluralism. For the employers, they need to be sensitive to the demographic changes and make the workplaces as inclusive as possible. Finally, to enact social justice, solidarity across group difference needs to be fostered amongst the immigrants.
|
|
|
|
|
Toward a Mentoring Model
Presenters: J. Leigh Gillis, Association of Workplace Educators of Nova Scotia; Leigh Faulkner, Association of Workplace Educators of Nova Scotia; Nancy Anningson, Prior Learning Centre
An urgent need exists to expand the number of qualified apprenticeship mentors in the carpentry industry in Nova Scotia. In 2011, this necessity inspired a unique triple partnership between two learning organizations, the Prior Learning Centre (PLC) and the Association of Workplace Educators of Nova Scotia (AWENS), and a regional industry group, the Atlantic Home Building and Renovation Sector Council (AHBRSC). The partnership resulted in a project that has challenged our understanding of the training and certification needs of the Nova Scotia Carpentry trade. The project highlighted the need to facilitate knowledge transfer more creatively in the trade through the use of mentors, and to establish mentorship training that incorporates PLAR processes and principles to facilitate the development of mentors. This conversation café will discuss the project's needs assessment process and the finding that the mentoring model holds the potential to enhance the role of skilled tradespersons by offering avenues for knowledge transfer, skill verification, and assurance of quality. Discussion will focus on a mentoring model that sees trade mentors as unique and separate from journey person assessors‚ effectively increasing the field of 'qualified' mentors for new apprentices, while recognizing and upgrading the quality of skills within the trade. Highlights from the project's resulting publications‚ The AHBRSC Project: Toward a Solution A PLAR Model for Learning Recognition in the Carpentry Industry in Nova Scotia (PLC, 2011) and the Report on the Training and Certification Needs Assessment in the Carpentry Trade in Nova Scotia (AWENS, 2011) will be made available.
|
|
|
|
|
The Experienced Worker: collaborative opportunities taken & those yet to come
Presenter: Elayne Greeley, CCEPP
In Newfoundland and Labrador's Avalon Region, a collaboration of 18 community agencies are working together to create a coordinated approach to employment services and programs for experienced older workers. This coordination model moves the learner forward as it creates capacity among the community partners by linking resources wherever possible. Incorporating essential skills training and prior learning modules, learning facilitators have created individual programs and approaches while tapping into expertise from other agencies. This on the ground, meaningful partnership has allowed agencies to provide better learning experiences for their participants and hands on learning for staff. What started out as a coordinated approach has resulted in a professional learning community and ultimately better results for participants. The non-competitive approach between community agencies has resulted in more and better referrals between agencies but most importantly an exchange of skills between agencies which has allowed them to move the experienced workers through the learning process. Agencies are now able to celebrate and promote their expertise of working with experienced workers. The overall result is a focus on essential skills development for experienced works and greater opportunities to bring these valuable and much needed potential employees into the provinces workforce.
|
|
|
|
|
Employability Skills Assessment Tool (ESAT)
Presenter: Paul Brinkhurst, Assessment and Curriculum Developer for Futureworx
The assessment tool created by Futureworx, called ESAT, targets the employability skills (otherwise referred to as ‘soft’ or ‘personal development’) that employers consider critical for effective employees. The skills include such things as attitude, accountability, confidence, motivation etc. Everyone has these skills to some degree, however the perception of their own skill often differs significantly from that of the employer. The tool and associated methodology is designed to help instructors recognize how learners perceive their own skill levels, then contrast that perception against that of the instructor group which is based on observation and interaction with the learner in a variety of settings. The process recognizes that learners have prior learning associated with these skills and identifies where this learning has resulted in successful behaviours and where it has resulted in behavioural strategies not conducive to the learner obtaining successful employment. The method then provides guidance and support to both the instructor and learner as they work together to create new behaviours that are more conducive to employment.
|
|
|
|
|
Government of NWT Adult Recognition Model
Presenter: Karen Willy, Coordinator, Adult Basic Education, Adult and Post Secondary Education, Department of Education, Culture and Employment, Government of the Northwest Territories
The Department of Education, Culture and Employment, Government of the Northwest Territories is launching a new initiative called the Adult Recognition Model (ARM). This model offers adults another way of obtaining the Northwest Territories (NWT) Senior Secondary School Diploma. Many adult learners have completed much of the work needed to obtain their high school diploma, but are unable to do so because they lack the required credits from optional courses that students complete in high school. The Adult Recognition Model removes these barriers. Through a process of academic learning and prior learning assessment, the ARM provides another option for adult learners.
|
|
|
|
|
ePortfolio Concept in Relation to Mobility on the Labour Market
Presenter: Ronald Lievens, Tilburg University, The Netherlands
In my PhD, I am researching the ePortfolio concept in relation to mobility on the labour market. In other words, does the ePortfolio concept aid individuals in their job-seeking activities (for example, by including competences which can be matched with required skills in vacancies). An international comparison will also be a part of the research, to draw lessons from existing initiatives and policies. In this session, Ron will present on the state of his research, and consequently discuss ways to move it forward.
|
|
|
|
|
Nova Scotia Essential and Employability Skills Framework and Record of Achievement Project (RoA)
Presenters: Diane Gordon, Manager RPL and Labour Mobility Nova Scotia Department of Advanced Education; Teresa Francis, Prior Learning Centre, Halifax
The Adult Education Division of the Nova Scotia Department of Labour and Advanced Education supports the delivery of adult learning programs for the GED and the Adult High School Diploma. The learning organizations are always working to help their learners be successful in achieving their chosen goal. But not all learners are able to complete their High School Diploma or their GED. When they don’t, the community organizations or institutions have no alternative method to indicate what knowledge and skills the learner did achieve. This project was born out of a need to develop a credible skills record for those learners. The Record of Achievement (RoA) is a document, like a transcript, that will provide a record of an individual’s level of achievement in a variety of essential and employability skills areas. It can be used to gain employment or create a learning plan to address gaps. Once work started on the project it quickly became apparent that the RoA could address challenges faced by other populations with no or few formal qualifications.
To support the RoA, Adult Education in partnership with the Prior Learning Centre, developed a draft of the Nova Scotia Essential and Employability Skills Framework. The journey that brought these two organizations to this current iteration was a fascinating one. This document provides the specific standards of achievement that trained assessors will use to assess and validate an individual’s skills and competencies. It is anticipated that the design will make it a tool that can be used in a variety of environments. The Prior Learning Centre has been organizing the pilot sites, training the assessors and developing the required material. This fall 2012 will see the project move into its 2nd Phase with more and varied pilot sites, work with employers, and refinement of the NS Essential and Employability Skills Framework.
|
|
Schedule at a Glance
Sunday, October 21
|
|
|
|
|
|
8:30 am – 9:00 am
|
Registration Desk Open for Pre-Conference Workshops
|
|
|
9:00 am – 4:00 pm
|
Pre-Conference Workshops
|
|
|
Click a title to see more about the workshop. |
|
A. Recognition of Prior Learning (RPL) Primer more... |
|
|
|
|
B. A Continuing Discussion about Assessment Tools for Regulators more... |
|
|
|
B. A Continuing Discussion about Assessment Tools for Regulators |
|
|
|
Presenters: Susan Simosko, author; Ximena Munoz, Office of the Manitoba Fairness Commissioner; Phil Mondor, Senior Vice President, Canadian Tourism Human Resource Council; Chip Dickison, Nova Scotia Boatbuilders Association; Bruce Holm, Dalhousie University
|
|
|
|
Since the publication of Assessing the Skills and Competencies of Internationally Trained Immigrants: A Manual for Regulatory Bodies, Employers and Other Stakeholders in March 2012, CAPLA has received repeated requests for more information about the tools and strategies described in the booklet. This one-day session, developed in response to these questions, will provide an in-depth exploration of the tools and strategies with examples of good practice from various types of Canadian organizations. Topics will include approaches to self-assessment, the development and use of oral assessments (including structured interviews), effective workplace assessment, high-stakes portfolio assessment; the development and use of written tests; and the application of quality assurance principles across assessment contexts. CAPLA produced the Manual for regulators, employers and other stakeholders interested in assessing the skills and competencies of internationally trained immigrants. This follow-up session goes several steps beyond the Manual and is relevant to the assessment of learners in any context, not only those who are internationally trained. The session will provide an opportunity to continue the discussion and develop answers to key questions readers have posed about the development, implementation and quality assurance of various assessment tools and strategies. (Visit www.capla.ca or www.recognitionforlearning.ca to download the manual). The session will enable author, Susan Simosko, and other presenters to offer hands-on opportunities to participants to look at the technical, administrative and quality assurance issues relevant to various assessment tools in light of their own organizational or professional needs.
|
|
|
|
|
|
|
|
Download the Preconference B presentation |
|
|
|
Download the Chip Dickison presentation |
|
|
|
Download the Bruce Holm presentation |
|
|
|
Download the Phil Mondor presentation |
|
|
|
Download the Ximena Munoz presentation |
|
|
|
Download the Susan Simosko presentation |
|
|
|
|
|
C. ACCC Recognition of Learning (ROL) Affinity Group more... |
|
|
|
C. ACCC Recognition of Learning (ROL) Affinity Group |
|
|
|
Technology is changing the face of learning and providing opportunities for easier access to formal learning as well as a dramatic increase in non-formal and informal learning. Adults are learning in many different ways, at many different levels and the learning is being customized to the unique needs of the individual. What are the implications of these new technologies for learning? What are these new ways of packaging skills and knowledge going to mean to the way we recognize ALL learning? How will this affect our RPL practices and systems? Join the ACCC Recognition of Learning Affinity Group for this pre conference day to explore the effects of current and emerging technologies and how we can meet the needs of adult learners through technology. Representatives from Canada’s colleges and institutes will share information on the demographics of learners using PLAR/RPL services, some of the impacts of technology on the way we learn, particularly for learners seeking recognition for prior learning, and share current RPL initiatives using technology. This session will provide the opportunity for participants to discuss and further explore the impact of technology on all types of learning and identify innovative ways to recognize prior learning. The preconference day will also include updates on RPL initiatives in Canada’s colleges/institutes and a presentation on the ongoing work of the ACCC Transfer, Articulation and Pathways (TAP) Committee. This pre conference day is planned and hosted by the Coordinating Committee of the ACCC Recognition of Learning (ROL) Affinity Group comprised of representatives from across Canada. Keynote presentation: Technology: Changing Learning-Challenging RPL Practices Presenter: Paul Little, Principal, Nova Scotia Community College, Waterfront Campus Panel Presentation: Responding to the Shifting Demographics of PLAR Candidates and Their Evolving Needs - panel members will present and the presentation will be followed by facilitated table discussions. Panel Presentation: Highlights of RPL Initiatives in Canada’s Colleges and Institutes - panel members will share key RPL initiatives such as a PLAR Network in Ontario Colleges, Strategic Planning for RPL Quality Practice and more! Presentation: Update of the ACCC Transfer, Articulation and Pathways Initiative Presenter: Michèle Clarke, Director, Government Relations and Policy Research, ACCC. This presentation will be followed by facilitated table discussions.
|
|
|
|
|
|
|
|
Download the Michèle Clarke presentation |
|
|
|
Download the Paul Little presentation |
|
|
|
|
|
|
|
7:00 pm – 8:30 pm
|
Welcome Reception
|
|
|
Monday, October 22
|
|
|
|
|
|
8:00 am – 5:30 pm
|
Registration Desk Open
|
|
|
8:00 am – 9:00 am
|
Continental Breakfast
|
|
|
9:00 am – 10:00 am
|
Opening Plenary Session:
Welcome and Opening Remarks: The Honourable Marilyn More, Nova Scotia Minister of Education, Minister of Labour and Workforce Development and Minister of Volunteerism
Keynote Speaker: Len Jillard, Senior Vice President, People Resources and Chief People Officer, McDonald’s Restaurants of Canada Limited
Announcement of the 2012 Canadian Recognizing Learning Award Winners
|
|
|
10:00 am – 10:30 am
|
Nutrition Break
|
|
|
10:30 am – 11:30 pm
|
Concurrent Workshops
|
|
|
Click a title to see more about the workshop. |
|
Toward an Innovative Model of Adaptation and Recognition of Acquired Competencies to Accelerate the Professional Integration of Immigrants more... |
|
|
|
|
A PLAR Process for System Leadership more... |
|
|
|
|
Hybrid Models of Portfolio – Exploring Alternatives While Maintaining Quality more... |
|
|
|
Hybrid Models of Portfolio – Exploring Alternatives While Maintaining Quality |
|
|
|
Moderator: Bonnie Kennedy, CAPLA
|
|
|
|
Presenters: Teresa Francis, PL Centre, Halifax, NS; Eileen Kelly-Freake, AXIS Career Services, St. John’s, NL; Carol Timlin, Amanda Middleton, Susan Norrad, Victoria County Career Services, City of Kawartha Lakes, ON;
|
|
|
|
A growing number of organizations, employers, occupational bodies and educational authorities are requiring portfolios as part of a learning assessment process: for admission into an academic or certification program, for entry into professional practice, for direct employment, for career advancement. The quality of portfolios varies. Although portfolios can be developed for primarily personal reasons, others are used for learning assessment purposes. Concern has been expressed in the latter case, especially when portfolios become exemplars of work undertaken and do not contain the necessary direct and indirect documentation required by a trained portfolio assessor who must evaluate the person’s learning claims. In addition to the quality issue, many employment counsellors are finding that traditional portfolio models are not suited to their clients who are looking for work quickly and do not have the time or interest to undertake a lengthy process of portfolio development. This workshop will look at the challenges and strengths of portfolios and how some agencies are exploring compressed models that better meet the needs of employment agencies and their clients. Participants will be asked to share their hybrid portfolio models, to discuss ‘works in progress’ and to bring handouts to share with colleagues.
|
|
|
|
|
|
|
|
Download the Hybrid Models presentation |
|
|
|
|
|
Matching the skills of Immigrants with Workplace Needs: SIAST Establishes Overseas PLAR Assessment Centers more... |
|
|
|
Overview of competency assessment in Ontario's regulated professions more... |
|
|
|
|
Quality in PLAR: Avoiding a Deficit Model of Difference in Regulated Professions more... |
|
|
|
|
|
|
11:30 am – 1:00 pm
|
Lunch
|
|
|
|
1:15 pm – 2:15 pm
|
Concurrent Workshops
|
|
|
|
|
Remote Recognition of Acquired Competencies Through ICT more... |
|
|
|
Remote Recognition of Acquired Competencies Through ICT |
|
|
|
Presenters: Hélène Lebreux, Lead RAC Academic Advisor; Sylvie Dugas, RAC Academic Advisor and Content Specialist; Danielle Lachance, Coordinator, Groupe Collegia Gaspésie/Îles
|
|
|
|
Bas-Saint-Laurent and Gaspésie/Îles-de-la-Madeleine cover a vast area where accessibility of services presents a significant challenge. For this reason, Groupe Collegia, a consortium of continuing education services including the Cégep de la Gaspésie et des Îles and the Cégep de Matane, has set up a Moodle platform that facilitates access to RAC services. This tool acts as an interface between academic advisors, content specialists and candidates. Casual, dynamic and simple to use, it saves a great deal of time and energy for everyone involved in the process. It is accessible throughout the area and is updated according to the development of the service and tools. The platform makes it easier for academic advisors to manage all communications, documentation, and information to be made available to specialists and candidates. It also helps the content specialist:- It facilitates communications with candidates. Evaluation preparation activities and explanations of the work to be done are sent via the platform.
- It stores all documents that candidates may find useful.
- It acts as a medium through which candidates’ work may be submitted.
- The platform enables Groupe Collegia to offer a very high-quality remote service that can be individually tailored for each candidate. Making our services available throughout the entire area is no longer a problem.
|
|
|
|
|
|
|
|
Download the Danielle Lachance presentation |
|
|
|
|
|
An Assessment-Friendly Canada: Possible Model or Pretty Mirage? more... |
|
|
|
An Assessment-Friendly Canada: Possible Model or Pretty Mirage? |
|
|
|
Presenters: Frank Vandenburg, Collège communautaire du Nouveau-Brunswick; Nigel Lloyd, CamProf Inc.
|
|
|
|
After collaborating on a number of projects involving PLAR/RPL, Essential Skills, International Qualifications and the challenges surrounding them, the co-presenters believe they have found a way forward that will neither provoke a constitutional crisis, nor overwhelm the assessment community. We will present a model for the assessment of learning, identifying the structure, inputs, processes and outcomes at the level of the individual, organization, and province with the pan-Canadian implications identified. We will then illustrate those pieces of the model which already exist, and identify those which are lacking, with suggestions as to how the gaps might be filled. Examples will be included from Canada, the US and Europe, and will include both Regulatory models and the “Open Method of Coordination” which includes stakeholder commitments, shared frameworks, common goals, autonomy and diversity among stakeholders as well as periodic evaluations and reviews. Our intention will be to set out a practical route, drawing together all the work which has been done while promoting discussion to identify short and long ‚term objectives for this approach. Participants will be provided with a variety of evidence to support the realization that pan-Canadian frameworks are possible and beneficial, while respecting provincial autonomy. The role of the Non-Government Organizations (NGOs) and the Agreement on Internal Trade (AIT) will also be explored.
|
|
|
|
|
|
|
|
Download the Vandenburg/Lloyd presentation |
|
|
|
|
|
Multi-stakeholder Work Groups: A collaborative model for making systemic change in regulated occupations more... |
|
|
|
Multi-stakeholder Work Groups: A collaborative model for making systemic change in regulated occupations |
|
|
|
Presenter: Jan Sheppard Kutcher, ISIS/Nova Scotia Dept. of Labour & Advanced Education
|
|
|
|
International Qualifications Assessment & Recognition (IQAR) continues to be a significant challenge across the country. In Nova Scotia, Quebec, Ontario and Manitoba, fair registration practices legislation aims to ensure that regulators have fair, transparent, timely and impartial processes. But regulators do not hold all pieces of the puzzle. Competency assessment, communications & cultural orientation, pre-employment services and gap training are frequently handled by other organizations, and barriers to workforce integration are multiple. To develop practical and sustainable solutions, all key stakeholders need to be at the table. In Nova Scotia, a Multi-stakeholder Work Group model has been developed and implemented to facilitate systemic change and appropriate supports in IQAR. There are currently eight Multi-stakeholder Work Groups covering 14 regulated occupations. Using a highly collaborative approach, the Work Groups bring all key players together around the table on a regular basis. This includes regulators & professional associations, educational institutions, settlement organizations, employers, unions, government, sector councils and internationally educated professionals themselves. As a collective vision emerges, these profession/trade specific Work Groups have demonstrated concrete results including removing unnecessary barriers, introducing new pathways to licensure, incubating innovative Recognizing Prior Learning (RPL) projects, creating productive partnerships, and acting as program advisory groups. They support compliance with fair registration legistlation. They are inclusive forums for the critical reflection & vigorous group discussions needed to tackle complex IQAR issues but they aim always to move knowledge into action. Evaluation of the wider impact is in the planning.
|
|
|
|
|
|
|
|
Download the Jan Sheppard Kutcher presentation |
|
|
|
|
|
Portfolio Learning In Action more... |
|
|
|
Portfolio Learning In Action |
|
|
|
Presenters: Sheila MacCrimmon, Organizational Learning, NSCC; Maria Desjardins, Organizational learning, NSCC
|
|
|
|
In 1999, NSCC became Canada’s Portfolio College. In 2008, we re-imagined Portfolio Learning and began intentionally integrating reflective practice into our staff development and College learning events. As a result, our focus has broadened to include not only product but also practice, process, philosophy and the whole person: NSCC’s 5 elements of Portfolio Learning. As we expand Portfolio Learning within our staff learning opportunities, the foundational questions-Who am I? Where am I going? How do I get there? continue to inform our approach to teaching and learning. Whether in small groups or large forums, it is through conversation that we discover shared meaning and tap into our collective knowledge. Authentic conversations among learners of diverse backgrounds can be encouraged wherever people gather. In this interactive session participants will bring their experience of reflective practice into conversations and make connections to the practice, process, philosophy, person and product of portfolio learning.
|
|
|
|
|
|
|
|
Download the Sheila MacCrimmon presentation |
|
|
|
|
|
Recognition Of Prior Learning (RPL) and Workplace Training – A Conversation more... |
|
|
|
International PLA Network (IPLAN) Workshop - Live international webcast Support for RPL: where does RPL ‘fit’ with lifelong learning systems around the world? more... |
|
|
|
International PLA Network (IPLAN) Workshop - Live international webcast Support for RPL: where does RPL ‘fit’ with lifelong learning systems around the world? |
|
|
|
Moderator: Gail Hall
|
|
|
|
Presenters: Arne Carlsen, Director of the Institute for Lifelong Learning, UNESCO; Margaret Cameron, International Education Consultant, United Kingdom; James Keevy, Director, International Liaison, South African Qualifications Authority; Phil Mondor, Senior Vice-President, Canadian Tourism Human Resource Council
|
|
|
|
Institutional and provincial systems and processes are helpful, but in an increasingly mobile and global society, where does RPL find support through ‘wider systems’? This IPLAN workshop will focus on how equivalency or comparative ‘frameworks’ for learning around the world encompass and provide support for RPL - for academic qualifications, industry certification and workplace learning and recognition. A panel of international speakers will explain ‘qualification and equivalency frameworks’ and how their national systems or other frameworks provide a ‘home’ for RPL and its policies and procedures. UNESCO’s ‘Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning’ will be introduced and panelists will consider some unique approaches to national, international and industry qualifications frameworks that support wider recognition of prior learning and transfer of credit. This combined workshop/webinar is taking place on Monday, October 22, 2012 in Halifax, Nova Scotia, Canada at 1:15 p.m. (Atlantic Standard Time) for one hour.If you will be joining this workshop as a webinar participant, please click here to register. We will send you confirmation of your registration via email. You will receive additional log-in details by October 15. If you experience technical difficulties on October 22, please call 1-877-731-1333 or email Agenda Managers at capla@agendamanagers.com.
|
|
|
|
|
|
|
|
Download the IPLAN presentation |
|
|
|
|
|
|
|
2:15 pm – 2:30 pm
|
Nutrition Break
|
|
|
2:30 pm – 3:30 pm
|
Concurrent Workshops
|
|
|
Click a title to see more about the workshop. |
|
Pre-arrival Programs for Immigrants – Exploring the RPL connection (two hour super session) more... |
|
|
|
Pre-arrival Programs for Immigrants – Exploring the RPL connection (two hour super session) |
|
|
|
Presenters: Cynthia Murphy, Director, Canadian Immigrant Integration Program (CIIP); Mohja Alia, Manager, Employment Services & Bridging Programs, Immigrant Settlement and Integration (ISIS); Kathy Burnett, Manager, Language & Skills Development Online, ISIS; Johnny Cheng, Senior Project Manager, Active Engagement and Integration Project (AEIP), SUCCESS; Jan Carter, Manager, Immigrant Education, Centre for Preparatory & Liberal Studies, George Brown College; Grant MacTavish, RPL Coordinator, Saskatchewan Institute for Applied Science and Technology (SIAST); Rick Tachuk, Director, Communications & Government Relations, Canadian Council of Technicians and Technologists
|
|
|
|
The recognition of prior learning (RPL) is an important component to any program that helps perspective immigrants prepare for Canada’s labour force. Although many newcomers have diplomas and degrees which can be compared to those issued in Canada, there are very few comprehensive programs to help immigrants describe and prove their skills, abilities and competencies against industry or occupational requirements. The Canadian Immigrant Integration Program (CIIP) supported by the Association of Canadian Community Colleges (ACCC) and funded by Citizenship and Immigration Canada is a pre-arrival program which helps immigrants prepare to come to Canada. CIIP personnel, along with a number of other partners who deliver programs overseas and in Canada, will explore how newcomers can showcase and prove their skills and abilities prepare more effectively while they prepare to immigrate. For example, the Skills Passport Project, managed by SIAST, and funded by the Government of Canada’s Foreign Credential Recogniton Program, validates the skills of trades’ professionals against Canadian standards prior to immigration. SIAST has established approved assessment centers to carry out skill assessments in two countries and conducts skill assessments in five trade areas using prior learning assessment. Pre-arrival programs and services at ISIS contribute to a more successful labour market integration process for immigrants in Nova Scotia by providing opportunities for early and effective preparation while still in their home countries. ISIS will highlight a number of their programs such as pre-arrival employment counselling and advising, navigating pathways to licensure, pre-employment workshops, pre-arrival practice interviewing and online skills assessment. This session will be interactive and participants will be asked to contribute to a conversation about the opportunities and challenges related to the recognition of prior learning (RPL) for newcomers.
|
|
|
|
|
|
|
|
Download the Cynthia Murphy presentation |
|
|
|
Download the Grant MacTavish presentation |
|
|
|
Download the Jan Carter presentation |
|
|
|
Download the Johnny Cheng presentation |
|
|
|
Download the Kathy Burnett and Mohja Alia presentation |
|
|
|
Download the Rick Tachuk presentation |
|
|
|
|
|
ePortfolios for Learning, Qualification Recognition and Workplace Competency in 2012 - A Global Perspective more... |
|
|
|
ePortfolios for Learning, Qualification Recognition and Workplace Competency in 2012 - A Global Perspective |
|
|
|
Presenter: Don Presant, Learning Agents
|
|
|
|
Don Presant, an ePortfolio evangelist since 2004, will engage participants in a fast-paced tour of international ePortfolio practice in 2012. The workshop will be based on knowledge of innovative work in Canada, online connections with the global ePortfolio community and will also bring the latest news and developments from these three international ePortfolio conferences scheduled for July 2012: - Mahara UK 2012 in Lancaster, England
- the 10-year old ePortfolio and Identity Conference in London (ePIC 2012, formerly EIfEL)
- the Association for Authentic, Experiential and Evidence-Based Learning conference in Boston (AAEEBL 2012)
The workshop will draw on the latest research and case studies from these conferences to explore the intersection of ePortfolios with the employability of adults in transition, workplace learning, immigrant integration, professional development, self-directed learning and Personal Learning Environments and performance support.Special topics will include Mozilla's revolutionary new Open Badges initiative, the Mahara Open Source ePortfolio, and the impact of multimedia and mobile technologies and Web 2.0 applications such as Facebook and LinkedIn.
|
|
|
|
|
|
|
|
Download the Don Presant presentation |
|
|
|
|
|
On-Line Self Assessment Readiness Tools (SARTs) for Internationally Educated Health Professionals (IEHPs) - the experience so far and some unexpected consequences.... more... |
|
|
|
|
Creating a Canadian Competency-based National Standard Assessment for the Counselling Profession more... |
|
|
|
Creating a Canadian Competency-based National Standard Assessment for the Counselling Profession |
|
|
|
Presenter: Lorna Martin, Canadian Counselling and Psychotherapy Association
|
|
|
|
A fair, valid, reliable and credible measure of professional competence is essential to individuals wishing to enter a profession from multiple countries, multiple learning institutions, and multiple life experiences. In this presentation, I use a step-by-step model that explores in plain language a collaborative project that resulted in a prototype for a national competency standard for the profession of counselling. I describe the development processes used to move from occupational standards and competency profiles to the creation of a prototype for a single standard entry-to-practice competency assessment tool for the counselling profession in Canada. The presentation of findings offers a transparent look into the psychometrics of the Canadian Professional Standard for Counselling and Psychotherapy: Entry-to-Practice Assessment (“The Standard”), how the assessment instrument was created, by whom, and for what purpose. The concept of a competency assessment that provides a national standard strengthens the profession by clearly indicating to the public and practitioners that regardless of where in Canada one may live or work, the scope of practice and level of competence at the entry-to-practice level is consistent. The presentation confirms that professional associations and legislative bodies in Canada are seeking protection of the public through certification and regulation processes that require evidence of professional competence.
|
|
|
|
|
|
In Search of New Pathways for Scholarly Research in Universities for Non-Credentialed Experts – A Case Study more... |
|
|
|
In Search of New Pathways for Scholarly Research in Universities for Non-Credentialed Experts – A Case Study |
|
|
|
Presenters: Patrick Donahoe, CAPLA Chair; Peter Garland, MDA
|
|
|
|
Several months ago CAPLA got to know Peter Garland, a published and internationally-known innovator and leading member of Canada’s satellite communications community. Peter was exploring ways in which he could start to work in a collegial way with university experts in analysing the impacts of communications technology on society, commerce and on the rise and decline of nations and earlier empires. He wanted to be able to have his thinking challenged by academic colleagues and to refine his research within a community of like-minded scholars, with a mind to chronicling the development of communications technology in Canada from a range of significant historical and technical perspectives. The only catch is that Peter does not have a baccalaureate degree that would enable him to segue into a Masters and subsequent Ph.D. program, where producing a significant body of knowledge in a well-researched academically-sound publication is often an outcome. Peter had over forty-five years of experience and leadership in the area of advanced technology and had represented Canada on international technical committees. Despite living the history of communications over that time, he would need to spend at least four years of full time study in a BA program before he could give something back to his profession in the form of knowledge and mentorship. Patrick Donahoe, CAPLA’s Board Chair and past VP Student Services and Institutional Support at Capilano University will have a conversation with Peter to explore the implications of this challenge from a variety of perspectives: - How can we utilize the intellectual capital and experience of Canadian experts and pioneers who want to publish significant bodies of work with the help and guidance of the academy but who have few formal academic credentials?
- Are there opportunities for collaboration within universities that promote private and public sector partnerships and joint research arrangements? Is it not timely to investigate ways of capturing this vast pool of retiring expertise and experience that might well be able to contribute to our collective knowledge, corporate memory and intellectual capital?
- Can institutional policies and admission procedures be developed to facilitate the participation of adults who are experts in their field, at levels commensurate with their knowledge, skills and abilities?
- Is returning to school in the spirit of lifelong learning and the opening of the university culture possible for adults seeking advanced level courses and graduate work in their area of professional expertise or in areas, where there is a connection between their professional experience, their personal interests and the needs of academic research?
Workshop participants will be encouraged to share their ideas and suggestions.
|
|
|
|
|
|
|
|
3:45 pm – 4:45 pm
|
Concurrent Workshops
|
|
|
Click a title to see more about the workshop. |
|
Through Near-retirement Eyes: Reflecting on PLAR’s Lot in Canada in Light of Exciting New Developments more... |
|
|
|
Through Near-retirement Eyes: Reflecting on PLAR’s Lot in Canada in Light of Exciting New Developments |
|
|
|
Presenter: Dianne Conrad, Ph.D., Athabasca University
|
|
|
|
Prior learning assessment and recognition has appeared in Canadian post secondary institutional policy and procedures for decades. Building on seminal literature, largely American, as long ago as the late 80s, and developed from ancient philosophies that emphasized the value of social and experiential learning, Canadian adherence often made it to paper but rarely as far as praxis. Recent dramatic global economic changes accompanied by a rise in technology and social networking have wrought many funding and federal changes, as a result, to emergent issues such as labour shortages and immigration muddles; however, university-practiced PLAR has not yet benefited from either top-down or bottom-up initiatives and the field, generally, remains sporadic, eclectic, or marginalized. Surely, the sound adult principles that underlie PLAR through the work of Dewey and other adult educators who heralded the importance of adults' experiential and lifelong learning should enjoy even more relevance today in an era of increased longevity, worker health and, concomitantly, decreasing birth-rate. Surely the innately creative and innovative nature of the PLAR process should highlight its potential as a solution to our many social and economic woes. To date, this has not occurred. However, The New Kid in Town, Open Educational Resources (OERs), in a strange twist of events, will perhaps breathe new life into PLAR's tired history. The OER movement, in searching for assessment authenticity and recognition among a variety of institutions, is examining PLAR processes for possible pathways to flexible learning. This workshop will review and assess PLAR's history in Canada and look at what the future offers through education's current fascination with OERs. Participants will engage in workshop discussion and activities.
|
|
|
|
|
|
|
|
Download the Dianne Conrad presentation |
|
|
|
|
|
Protocol for Prevention and Screening in Recognition of Acquired Competencies more... |
|
|
|
Protocol for Prevention and Screening in Recognition of Acquired Competencies |
|
|
|
Presenters: Andrée Langevin, Cégep Marie-Victorin’s RAC office; Guy Fortier, Compétences Montréal
|
|
|
|
The RAC process begins by evaluating an application. The evaluation is based mainly on the candidate’s formal and informal experience, a self-evaluation of the candidate’s competencies as compared to the objectives of the programs he or she is interested in, and a validation interview conducted by a content specialist. Some applications will not be accepted because, although experienced in their fields, some candidates may be deemed likely to have difficulty demonstrating their competencies. They may have trouble, for example, expressing themselves in the language of instruction — oral or written, making connections between theory and practice, summarizing information, etc. It is currently difficult to determine, at the application evaluation stage, the source of problems that some candidates may encounter later in the RAC process, when they are required to demonstrate their competencies — however undeniable these may be — satisfactorily and in a reasonable amount of time. It can be difficult to determine whether the problems are language related, temporary learning difficulties that are easily overcome, or learning disorders requiring special assistance. The situation becomes even more complex when candidates are immigrants whose mother tongues are not the same as the language of instruction. At the Cégep Marie-Victorin’s RAC office, these issues led to in-depth team brainstorming. Having witnessed the obstacles encountered by candidates with these kinds of difficulties — and their detrimental effects on the candidates’ feelings of competence, the RAC team was very aware of the urgency of the situation. The idea of establishing a prevention and screening protocol arose in response to these issues.
|
|
|
|
|
|
|
|
Download the Langevin/Fortier presentation |
|
|
|
|
|
Leading the Way: Expanding Education and Career Pathways through Recognition of Prior Learning more... |
|
|
|
Bridging Theory and Practice with Student-Directed Learning in an Individualized B.A. program more... |
|
|
|
Bridging Theory and Practice with Student-Directed Learning in an Individualized B.A. program |
|
|
|
Presenters: Mary Kirk, Metropolitan State University; Marcia Anderson, Metropolitan State University
|
|
|
|
Student-Directed Learning (SDL) strategies can help adult students complement and fill theoretical gaps in their practical learning to prepare for college-level credit assessment, or to better meet workplace expectations. In addition to SDLs‚ student-directed, faculty-supervised independent studies‚ we have developed a hybrid Theory Seminar concept to help students bridge their experiential learning competence with academic, theoretical learning. Preparation for SDLs and Theory Seminars includes student self-reflection, analysis of their learning backgrounds, self-identification of learning needs, faculty consultation, and “diagnostic” tools to help students gauge their degree of competence. Students in the Individualized B.A. program engage in this self-reflection and self-assessment as part of an educational philosophy and degree planning course. Participants will learn about our SDL and Theory Seminar models, explore their use in our Individualized B.A. program, and consider their potential for use in other adult-assessment settings. Learning outcomes from the session include: understanding how to apply the concepts of Student-Directed Learning and Theory Seminars for competence-based assessment of college-level learning; analyzing a model of Individualized B.A. degree planning that includes learner self-reflection on their life and educational goals, self-assessment of their learning backgrounds, and the development of a self-defined focus to meet their unique knowledge needs; reviewing examples of Individualized degree plans and SDLs that students have developed; and gaining insights for applying these concepts in other adult-assessment settings, such as career search and workplace employee development.
|
|
|
|
|
|
|
|
Download the Mary Kirk presentation |
|
|
|
|
|
Marketing PLAR to Students more... |
|
|
|
Marketing PLAR to Students |
|
|
|
Presenter: Nicole Borhaven, Thompson Rivers University - Open Learning PLAR Advisor
|
|
|
|
This presentation will share Thompson Rivers University – Open Learning’s (TRU-OL) key research findings regarding marketing PLAR to potential or current students in order to increase participation in PLAR. TRU-OL commissioned Eduventures to conduct this research. They assessed other institutions’ PLAR programs, interviewed PLAR leaders across multiple campuses, and analyzed consumer preferences data. I will present this research and then walk through the significant findings related to: PLAR at profiled institutions, marketing messages, web site positioning, marketing channels, enrolment motivations, and PLAR student characteristics. Marketing recommendations were formulated from these findings, which I will also communicate to the workshop participants. With this shared information, I will facilitate discussions regarding how marketing may work best with the participants’ institutions, given the uniqueness of what each institution offers. As well, we will discuss our own perceptions of how marketing has or has not worked at our institutions and devise some possible beginning steps on the road to enhancing the marketing of PLAR to students.
|
|
|
|
|
|
|
|
Download the Nicole Borhaven presentation |
|
|
|
|
|
|
|
4:45 pm – 5:30 pm
|
Annual General Meeting All CAPLA members are encouraged to attend. Refreshments will be served.
|
|
|
7:30 pm – 9:00 pm
|
Association of Canadian Community College’s Recognition of Learning (ROL) Affinity Group Networking Dinner (optional)
|
|
|
Tuesday, October 23
|
|
|
|
|
|
8:00 am – 5:00 pm
|
Registration Desk Open
|
|
|
8:00 am – 9:00 am
|
Continental Breakfast
|
|
|
8:15 am – 8:45 am
|
Nova Scotia PLAR Practitioners Breakfast Meeting
|
|
|
9:00 am – 10:00 am
|
Concurrent Workshops
|
|
|
Click a title to see more about the workshop. |
|
The International Qualifications Network (IQN) more... |
|
|
|
The International Qualifications Network (IQN) |
|
|
|
Presenter: Allain Lauzon, Citizenship and Immigration Canada - Foreign Credentials Referral Office
|
|
|
|
Launched on December 6, 2011, the IQN is a website that is administered by the Foreign Credentials Referral Office (FCRO). The IQN provides is a virtual space for employers, regulatory bodies, sector councils, academia, immigrant serving organizations, and governments to learn from, and to leverage the practices of others to advance their own foreign credential recognition initiatives. While all the information posted to the site is public, registered members may contribute information about their own initiatives, and provide feedback on others' initiatives. The IQN website was developed to address the need for a centralized tool to promote and support the sharing of information related to the assessment and recognition of international qualifications in Canada. Information posted on the IQN helps to build the ever growing qualifications assessment and recognition body of knowledge and benefits stakeholders across all Canadian jurisdictions. It is also a useful tool for all stakeholder groups to monitor projects that were funded, read about lessons learned, discover best practices, forge new partnerships, and save time and effort by leveraging existing practices. The IQN already boasts hundreds of members and their projects that range from bridging programs to comparative studies of practices happening in other countries and self-assessment online tools.
|
|
|
|
|
|
|
|
Download the Allain Lauzon presentation |
|
|
|
|
|
Moving Forward on RPL Guidelines and Standards in Canada more... |
|
|
|
Moving Forward on RPL Guidelines and Standards in Canada |
|
|
|
Presenters: Elisabeth Barot, Program Officer-Education, Canadian Commission for UNESCO, Ottawa; Philip Mondor, Senior VP, Canadian Tourism Human Resource Council (CTHRC) and CAPLA Board of Directors; Deb Blower, RPL Facilitator, Red River College and Chair of CAPLA’s RPL Standards Working Group
|
|
|
|
Cet automne, CAPLA s’est jointe à la Commission canadienne pour l’UNESCO (CCU) située à Ottawa et à l’Institut de l’UNESCO pour l’apprentissage tout au long de la vie, situé en Allemagne, pour présenter un webinaire visant à examiner les récentes Lignes directrices de l’UNESCO pour la reconnaissance, la validation et l’accréditation des acquis de l’apprentissage non formel et informel. Nous espérons que l’élaboration de ces lignes directrices sur la RVA (tout comme l’ÉRA, la RVA est la reconnaissance des acquis) produira des changements positifs dans les pays qui conçoivent ou qui étendent leurs démarches de reconnaissance des acquis (RA). La CCU désire démontrer aux intervenants du Canada l’aide que ces lignes directrices pourront apporter aux gouvernements fédéral, provinciaux, territoriaux et locaux ainsi qu’à d’autres organismes qui s’occupent d’évaluer et de reconnaître l’apprentissage des adultes. Venez examiner avec nous ce qui relie ces lignes directrices sur la RVA, les normes de pratique et les enjeux en matière d’assurance de la qualité au Canada. Participez aux progrès de l’ÉRA en vous engageant aux diverses activités liées aux normes et à la certification.
|
|
|
|
|
|
|
|
Download the Elisabeth Barot presentation |
|
|
|
|
|
Profitable RAC: how to organize RAC to reach various clienteles who need it and make a profit out of it more... |
|
|
|
Profitable RAC: how to organize RAC to reach various clienteles who need it and make a profit out of it |
|
|
|
Presenters: Geneviève Rock; Andy Brown
|
|
|
|
Qualified workforce shortages are predicted. New alarming predictions come out every month. How can RAC help overcome them? Workshop leaders will present Champlain’s innovative model. By offering varied and flexible approaches that meet the needs of specific clienteles, the College has managed to provide people with the opportunity to gain recognition and have access to customized training opportunities. Over 220 people coming from various groups such as businesses, immigrants, First Nations and individual workers have benefited from Champlain’s RAC services, enabling many to enter the workforce or to gain access to better employment. We will also present how evaluations and partial training activities are organized at Champlain to ensure they are profitable, allowing the College to keep on offering high quality services and developing new areas.
|
|
|
|
|
|
From Cultural Chasm to Cultural Integration‚ Innovative Online Assessment and Training Tool for Regulators, Bridging Programs, Employment Agencies and Employers more... |
|
|
|
From Cultural Chasm to Cultural Integration‚ Innovative Online Assessment and Training Tool for Regulators, Bridging Programs, Employment Agencies and Employers |
|
|
|
Presenter: Nava Israel, Fusion Global Education, Founder and President
|
|
|
|
Culture-driven beliefs, values and norms have a notable impact on one's behaviours, both in personal and in professional settings. Migration, be it between countries or between organizations, inevitably introduces new cultural environments and new definitions of “competence”, or “how things are done right around here”. Since culture is a mostly implicit entity that offers very few documented rules, migrants often struggle with identifying the invisible “rules of the game” and with adapting to new, vague and misunderstood behavioural patterns. Simultaneously, receivers of migrants, such as employers and professional colleagues, perceive foreign culture-driven behaviours as competency gaps. This incongruity is the essence of the migratory cultural chasm. Cultural integration is the process where both migrants and locals expand their cultural and behavioural repertoire to a place of mutual and constructive workplace relationships. This session will showcase an innovative communication and soft skills diagnostic and training tool within the context of the Canadian workplace environment. This fully online, competency-based, standardized, affordable, experiential and interactive tool was designed by Fusion Global Education to: (1) allow decision makers (e.g., employers, regulators, employment agencies, recruiters, bridging programs) to gain a deeper insight into their applicants' profession/organization specific, culture-driven competency levels; (2) allow migrants to gain a greater understanding of the new environment and of its cultural beliefs, values, norms and expected behaviours; (3) support the cultural integration process. Throughout this session, current applications will be demonstrated and future possible uses will be discussed.
|
|
|
|
|
|
|
|
Download the Nava Israel presentation |
|
|
|
|
|
Training Portfolio Evaluators in an Online Environment more... |
|
|
|
Employer Engagement more... |
|
|
|
|
|
|
10:00 am – 10:15 am
|
Nutrition Break
|
|
|
10:15 am – 11:15 am
|
Conversation Café
|
|
|
Click a title to see more about the workshop. |
|
Recognizing prior learning - more opportunities for who? more... |
|
|
|
|
Workplace Literacy Project Utilizing Technology-Enabled Asynchronous Learning Experiences more... |
|
|
|
Workplace Literacy Project Utilizing Technology-Enabled Asynchronous Learning Experiences |
|
|
|
Presenter: Marc Glassman, Memorial University of Newfoundland
|
|
|
|
Advanced computer-based training programs are less common within the field of adult literacy programs, in part because of the relatively low proficiency with computer use by certain of the learners. However, for many adult learners, there is a strong need to acquire these skills as they are considered to be essential abilities in order to participate in a knowledge-based economy. Currently, industry-specific computer-mediated software programs that focus upon essential skills and workplace literacy development are not readily available. In particular, computer-mediated instructional modules that can be self-paced and adapted to the needs and abilities of the individual learner as a way to prepare adults for employment in various workplace technical vocations are not widely available for the adult learner with low-literacy abilities. Stella Burry Community Services (SBCS) assists adults to address individual barriers to employment in ways that are meaningful and might lead to sustainable employment. Various SBCS programs provide participants with intensive “life skills” training, as well as a variety of other work-related experiences and skills training so that participants are better able to access employment opportunities or pursue further education that would lead to career development. Very often, participants in these programs possess very low levels of literacy. As a consequence of this situation, even though these persons may achieve considerable personal growth and acquire basic essential and vocational skills as the result of their involvement in their SBCS programs, they may still have impediments to gainful employment because of the lack of functional literacy.
|
|
|
|
|
|
From Recognition to Integration and Pluralism: Who are the Stakeholders? more... |
|
|
|
From Recognition to Integration and Pluralism: Who are the Stakeholders? |
|
|
|
Presenter: Christina Lok, University of Calgary
|
|
|
|
PLAR is part of adult education and it is a two-way street for both immigrants and the mainstream society. It is found that the root of misrecognition/non-recognition of immigrants' credentials and international experiences lies in the politics of knowledge and the association of differences to deficiency. Recognition for the ultimate goals of immigrant integration and Canadian engagement in the practice of pluralism is more than recognizing academic credentials. Technical fixes on the part of the assessment tools are therefore not deep enough to solve the problem. To address social exclusion, social status needs to be justly recognized. Iris Young suggests the groundbreaking way to theorize justice by recognizing the value of group difference. From my personal experience as an immigrant and a mentor of a mentorship program for integration, I would like to add that for Canada to engage in pluralism, bridging programs for the biggest group of stakeholders, the average Canadians, should be initiated to raise their awareness of the demographic changes in Canada. In the workplaces, their acceptability of the 'R' of the acronym PLAR and their attitude towards group difference is detrimental to achieving the ultimate goals of integration and pluralism. For the employers, they need to be sensitive to the demographic changes and make the workplaces as inclusive as possible. Finally, to enact social justice, solidarity across group difference needs to be fostered amongst the immigrants.
|
|
|
|
|
|
Toward a Mentoring Model more... |
|
|
|
Toward a Mentoring Model |
|
|
|
Presenters: J. Leigh Gillis, Association of Workplace Educators of Nova Scotia; Leigh Faulkner, Association of Workplace Educators of Nova Scotia; Nancy Anningson, Prior Learning Centre
|
|
|
|
An urgent need exists to expand the number of qualified apprenticeship mentors in the carpentry industry in Nova Scotia. In 2011, this necessity inspired a unique triple partnership between two learning organizations, the Prior Learning Centre (PLC) and the Association of Workplace Educators of Nova Scotia (AWENS), and a regional industry group, the Atlantic Home Building and Renovation Sector Council (AHBRSC). The partnership resulted in a project that has challenged our understanding of the training and certification needs of the Nova Scotia Carpentry trade. The project highlighted the need to facilitate knowledge transfer more creatively in the trade through the use of mentors, and to establish mentorship training that incorporates PLAR processes and principles to facilitate the development of mentors. This conversation café will discuss the project's needs assessment process and the finding that the mentoring model holds the potential to enhance the role of skilled tradespersons by offering avenues for knowledge transfer, skill verification, and assurance of quality. Discussion will focus on a mentoring model that sees trade mentors as unique and separate from journey person assessors‚ effectively increasing the field of 'qualified' mentors for new apprentices, while recognizing and upgrading the quality of skills within the trade. Highlights from the project's resulting publications‚ The AHBRSC Project: Toward a Solution A PLAR Model for Learning Recognition in the Carpentry Industry in Nova Scotia (PLC, 2011) and the Report on the Training and Certification Needs Assessment in the Carpentry Trade in Nova Scotia (AWENS, 2011) will be made available.
|
|
|
|
|
|
The Experienced Worker: collaborative opportunities taken & those yet to come more... |
|
|
|
The Experienced Worker: collaborative opportunities taken & those yet to come |
|
|
|
Presenter: Elayne Greeley, CCEPP
|
|
|
|
In Newfoundland and Labrador's Avalon Region, a collaboration of 18 community agencies are working together to create a coordinated approach to employment services and programs for experienced older workers. This coordination model moves the learner forward as it creates capacity among the community partners by linking resources wherever possible. Incorporating essential skills training and prior learning modules, learning facilitators have created individual programs and approaches while tapping into expertise from other agencies. This on the ground, meaningful partnership has allowed agencies to provide better learning experiences for their participants and hands on learning for staff. What started out as a coordinated approach has resulted in a professional learning community and ultimately better results for participants. The non-competitive approach between community agencies has resulted in more and better referrals between agencies but most importantly an exchange of skills between agencies which has allowed them to move the experienced workers through the learning process. Agencies are now able to celebrate and promote their expertise of working with experienced workers. The overall result is a focus on essential skills development for experienced works and greater opportunities to bring these valuable and much needed potential employees into the provinces workforce.
|
|
|
|
|
|
Employability Skills Assessment Tool (ESAT) more... |
|
|
|
Employability Skills Assessment Tool (ESAT) |
|
|
|
Presenter: Paul Brinkhurst, Assessment and Curriculum Developer for Futureworx
|
|
|
|
The assessment tool created by Futureworx, called ESAT, targets the employability skills (otherwise referred to as ‘soft’ or ‘personal development’) that employers consider critical for effective employees. The skills include such things as attitude, accountability, confidence, motivation etc. Everyone has these skills to some degree, however the perception of their own skill often differs significantly from that of the employer. The tool and associated methodology is designed to help instructors recognize how learners perceive their own skill levels, then contrast that perception against that of the instructor group which is based on observation and interaction with the learner in a variety of settings. The process recognizes that learners have prior learning associated with these skills and identifies where this learning has resulted in successful behaviours and where it has resulted in behavioural strategies not conducive to the learner obtaining successful employment. The method then provides guidance and support to both the instructor and learner as they work together to create new behaviours that are more conducive to employment.
|
|
|
|
|
|
ePortfolio Concept in Relation to Mobility on the Labour Market more... |
|
|
|
ePortfolio Concept in Relation to Mobility on the Labour Market |
|
|
|
Presenter: Ronald Lievens, Tilburg University, The Netherlands
|
|
|
|
In my PhD, I am researching the ePortfolio concept in relation to mobility on the labour market. In other words, does the ePortfolio concept aid individuals in their job-seeking activities (for example, by including competences which can be matched with required skills in vacancies). An international comparison will also be a part of the research, to draw lessons from existing initiatives and policies. In this session, Ron will present on the state of his research, and consequently discuss ways to move it forward.
|
|
|
|
|
Government of NWT Adult Recognition Model more... |
|
|
|
Government of NWT Adult Recognition Model |
|
|
|
Presenter: Karen Willy, Coordinator, Adult Basic Education, Adult and Post Secondary Education, Department of Education, Culture and Employment, Government of the Northwest Territories
|
|
|
|
The Department of Education, Culture and Employment, Government of the Northwest Territories is launching a new initiative called the Adult Recognition Model (ARM). This model offers adults another way of obtaining the Northwest Territories (NWT) Senior Secondary School Diploma. Many adult learners have completed much of the work needed to obtain their high school diploma, but are unable to do so because they lack the required credits from optional courses that students complete in high school. The Adult Recognition Model removes these barriers. Through a process of academic learning and prior learning assessment, the ARM provides another option for adult learners.
|
|
|
|
|
Nova Scotia Essential and Employability Skills Framework and Record of Achievement Project (RoA) more... |
|
|
|
Nova Scotia Essential and Employability Skills Framework and Record of Achievement Project (RoA) |
|
|
|
Presenters: Diane Gordon, Manager RPL and Labour Mobility Nova Scotia Department of Advanced Education; Teresa Francis, Prior Learning Centre, Halifax
|
|
|
|
The Adult Education Division of the Nova Scotia Department of Labour and Advanced Education supports the delivery of adult learning programs for the GED and the Adult High School Diploma. The learning organizations are always working to help their learners be successful in achieving their chosen goal. But not all learners are able to complete their High School Diploma or their GED. When they don’t, the community organizations or institutions have no alternative method to indicate what knowledge and skills the learner did achieve. This project was born out of a need to develop a credible skills record for those learners. The Record of Achievement (RoA) is a document, like a transcript, that will provide a record of an individual’s level of achievement in a variety of essential and employability skills areas. It can be used to gain employment or create a learning plan to address gaps. Once work started on the project it quickly became apparent that the RoA could address challenges faced by other populations with no or few formal qualifications. To support the RoA, Adult Education in partnership with the Prior Learning Centre, developed a draft of the Nova Scotia Essential and Employability Skills Framework. The journey that brought these two organizations to this current iteration was a fascinating one. This document provides the specific standards of achievement that trained assessors will use to assess and validate an individual’s skills and competencies. It is anticipated that the design will make it a tool that can be used in a variety of environments. The Prior Learning Centre has been organizing the pilot sites, training the assessors and developing the required material. This fall 2012 will see the project move into its 2nd Phase with more and varied pilot sites, work with employers, and refinement of the NS Essential and Employability Skills Framework.
|
|
|
|
|
|
|
|
11:30 am – 12:30 pm
|
Concurrent Workshops
|
|
|
Click a title to see more about the workshop. |
|
Mature Workers and RPL – Recognizing Transition Boomers more... |
|
|
|
Mature Workers and RPL – Recognizing Transition Boomers |
|
|
|
Presenters: Denyce Diakun, Chair of Mature Workers and RPL Working Group, Algonquin College; Gaelyne MacAulay, Past Chair, CAPLA; Linda Manning, Consultant; Nadia Bissada, Dawson College
|
|
|
|
In Canada, the aging workforce and longer life expectancy present an opportunity for RPL to serve the needs of a previously unrecognized group of Canadians: Transition Boomers. CAPLA, with a strong foundation of recognized expertise in RPL for employment transition, is well positioned to serve this emerging vulnerable population and to broaden and deepen RPL as a tool for workforce development. Members of CAPLA’s Mature Workers and RPL Working Group will offer a snapshot of priority areas and ‘works in progress’ undertaken this year. Dr. Linda Manning will present initial findings of a study funded by Algonquin College on mature workers who face career transition and the role of RPL to respond to their unique needs. This will be followed by a report from the Mature Workers Training Subcommittee, presented by Subcommittee Chair Nadia Bissada. Workshop participants will be asked to contribute their ideas and suggestions throughout this interactive session. Those interested in joining the Mature Workers and RPL Working Group are most welcome.
|
|
|
|
|
|
|
|
Download the Nadia Bissada presentation |
|
|
|
|
|
A Co-ordinating Mechanism for the Recognition of Prior Learning in South Africa – Exploring the Possibilities from the Perspective of the South African Qualifications Authority more... |
|
|
|
A Co-ordinating Mechanism for the Recognition of Prior Learning in South Africa – Exploring the Possibilities from the Perspective of the South African Qualifications Authority |
|
|
|
Presenters: James Keevy; Loffie Naudé
|
|
|
|
South Africa is looking for the best way to coordinate RPL on a country wide basis. There is a proposal that the South African Qualifications Authority (SAQA) act as an incubator for a national Recognition of Prior Learning (RPL) coordinating mechanism for the period 2013-2018. The workshop will provide some reflections on how SAQA could take up this responsibility and includes a consideration of SAQA’s role in terms of the National Qualifications Framework (NQF) Act of 2008, current RPL projects which SAQA is involved in, suggestions for benchmarking with similar international RPL organisations, as well as initial thoughts on the necessary human and financial resources that will be required should SAQA take on this responsibility in the near future. The workshop will: - Reflect on the relationship between RPL and qualifications frameworks in general
- Share the South African RPL experience since 1995, an in particular, initiate debate on different ways in which RPL can be coordinated at country level with the view of gaining new insights that may be applied to the current South African context.
This discussion paper draws on discussions within the SAQA RPL Project Team comprising of James Keevy, Loffie Naudé, Joe Samuels, Shirley Lloyd, Themba Magasela, Khosi Molala, Jody Cedras and Tienie Maritz.
|
|
|
|
|
|
|
|
Download the James Keevy presentation |
|
|
|
|
|
The Effectiveness of Credential and Competency Assessment Tools: Are they helping immigrants succeed and what are ways to better support immigrants entering the post-secondary system? more... |
|
|
|
The Effectiveness of Credential and Competency Assessment Tools: Are they helping immigrants succeed and what are ways to better support immigrants entering the post-secondary system? |
|
|
|
Presenters: Jan Carter, George Brown College, Sophia Lowe, World Education Services, Grant MacTavish, SIAST
|
|
|
|
This workshop aims to share knowledge, experience and insights about credential and competency assessment tools and the challenges and opportunities to improve tools and systems for RPL and FCR for post-secondary admissions. Post-2012, projected declines from the traditional stream of direct entrants (high-school) means institutions will be looking to non-traditional learners (immigrants, international students, and other mature applicants) for recruitment and admission; however, many processes/procedures do not yet support streamlined entry for these learners. Presenters will share data about immigrants’ experiences gaining recognition for their prior learning and education and provide insights for improving the current systems of recognition.
|
|
|
|
|
|
|
|
Download the Jan Carter presentation |
|
|
|
|
|
Increasing Enrollment and Submissions of Lifelong Learning Assessment Essays Using the Online Modality more... |
|
|
|
|
Qualifications Recognition in Manitoba: The Impact of The Fair Registration Practices in Regulated Professions Act more... |
|
|
|
Using Social Media to Leverage Recognition of Prior Learning more... |
|
|
|
Using Social Media to Leverage Recognition of Prior Learning |
|
|
|
Presenter: Maureen Ford, Program Manager, Information and Communications Technology Council (ICTC)
|
|
|
|
In the past having an up-to-date and well organized resume used to be enough to help a job-seeker secure employment in the job market. However, in today’s market this is no longer the case. It is important for those looking for employment in today’s job market to consider social media as a means of showcasing their knowledge, skills, abilities and prior learning. This medium works well for job-seekers who aren’t concerned about ‘putting it all out there’, and can be adapted for those who are less comfortable with public scrutiny of their work and life achievements. An example of utilizing social media to leverage prior learning happens in ICTC’s Integrated Workplace Experience Strategy (IWES) Program. IWES is a unique intensive bridge training program that helps improve the integration of Internationally Educated Professionals (IEPs), into the Canadian digital economy, who have the technical/educational requirements but may need assistance in understanding Canadian workplace culture, communications and business. The program addresses participant gaps in required skills, knowledge and/or experience through workplace culture, business networking, workplace communication and social media training and preparation for employment in the digital economy. IWES program participants are encouraged to leverage social media channels as an integral component of their job-search and networking strategy to increase their opportunities to secure employment commensurate with their knowledge and experience. This session will explore social networks such as Facebook, LinkedIn and Twitter, etc. and demonstrate how they can contribute to an effective approach to relationship networking strategy for those in the job-search and to skills assessment and recognition for employers wanting to see evidence of a person’s skills and competencies.
|
|
|
|
|
|
|
|
Download the Maureen Ford presentation |
|
|
|
|
|
|
|
12:30 pm – 2:00 pm
|
Lunch on your own
|
|
|
2:00 pm – 3:00 pm
|
Concurrent Workshops
|
|
|
Click a title to see more about the workshop. |
|
Optimizing Connections; Making the Match A Collaborative Immigrant Service Delivery Model - Strengthening Skills for Successful Employment more... |
|
|
|
Optimizing Connections; Making the Match A Collaborative Immigrant Service Delivery Model - Strengthening Skills for Successful Employment |
|
|
|
Presenters: Eileen Kelly-Freake; Sheri Abbott; Chantelle Power, AXIS Career Services
|
|
|
|
Since 1996, AXIS Career Services, the Employment and Training Division of the Association for New Canadians, has played a key role in helping to integrate internationally educated workers, trades persons, and entrepreneurs into the local labour market. The centre offers an array of customized programs and services that bridge the gap between immigrants and local employers. Using a multi-stakeholder approach, the service delivery model at AXIS provides newcomers an opportunity to demonstrate their skills and abilities and also helps employers identify and match skilled workers with their employment needs. The model is three-fold, focusing on: - Collaborative partnerships with the community, regulators, educational institutions, and sector councils to assist immigrants through credential recognition and RPL processes.
- Employer Engagement is instrumental in matching a talented pool of immigrants with employment opportunities across the province. Small and medium sized businesses, in particular, are able to host immigrants in a variety of customized bridge to work programs which provide an opportunity for immigrants to showcase their skills and abilities in a monitored workplace environment. Additionally, employers are also able to assess the participant’s skills and abilities in a practical setting while the immigrant has an opportunity to reflect on their experiences and identify opportunities for learning.
- Skills Development programs are integral in helping immigrants prepare for successful employment in their fields of expertise. Learners are encouraged to complete a self-assessment to identify how their competencies/soft skills, knowledge and experience match Canadian occupational standards. They may also have the opportunity to demonstrate their skills through developing a portfolio and may participate in additional programs to assist with further developing their soft skills prior to entering the workforce. While there are core programs that are offered on a continuous basis, AXIS is always evolving and developing programs that meet the needs of the clients and better serve our employer partners.
This presentation will highlight the benefits of utilizing a collaborative approach to effectively recognize and match the skills and abilities of immigrants with the changing demands of the labour market.
|
|
|
|
|
|
Increasing Recognition of PLA: Partnerships Between the Workplace, Adult Learners, and the Academy more... |
|
|
|
Increasing Recognition of PLA: Partnerships Between the Workplace, Adult Learners, and the Academy |
|
|
|
Presenters: Joanne Longo, Barry University School of Adult and Continuing Education; Pamela Luckett, Barry University School of Adult and Continuing Education
|
|
|
|
Recent articles on corporations (Wal-Mart, Starbucks, etc.) demonstrate an increased interest between the workplace and institutions of higher education that recognize prior learning assessment (PLA) to expedite degree completion for adult learners. Barry University's School of Adult and Continuing Education (ACE) has established partnerships with law enforcement, public safety agencies as well as corporate, government, and health care organizations to expedite degree completion through the recognition of workplace learning by using PLA. In this workshop presenters will explain and explore with attendees the creation of partnerships between the workplace and the academy. Definition of partnerships and differences among them will be presented and the process of creating new partnerships will be delineated. The workshop will then focus on a recent partnership with the Miami Police Department's Police College to demonstrate the what's, how's, and where's of combining PLA, workplace partnerships, and higher education institutions. Both the challenges and benefits of partnership relationships will be discussed during the presentation. Attendees will be encouraged to share their experiences with workplace and academic partnerships. Presenters will create a list from attendee responses highlighting the key factors in successful partnerships.
|
|
|
|
|
|
|
|
Download the Joanne Longo presentation |
|
|
|
|
|
Early Childhood Educators Rely on Prior Learning for Success in Certification Program more... |
|
|
|
|
Implementing a New PLA Process for MLA’s more... |
|
|
|
|
Competency-based PLAR for Licensing more... |
|
|
|
|
Overview of FQR initiatives in the Paramedic Profession in Canada more... |
|
|
|
Overview of FQR initiatives in the Paramedic Profession in Canada |
|
|
|
Presenter: Ben Maartman, Project Director, Canadian Organization of Paramedic Regulators; Advanced Care Paramedic
|
|
|
|
There have been three FQR projects, two provincial and one national, by paramedic regulators in the last 4 years. These projects include the development of self-assessment readiness tools, defined pathways for the internationally educated paramedics, and an environmental scan that includes current practices for preparation and pre-arrival supports by the provincial regulators. At the same time the paramedic profession has collaborated with other countries, in creating a virtual forum, iParamedic, to encourage communication among the global paramedic community. This presentation will review what has been achieved, what has been learned, and what the likely next steps are towards the long-term goal of a single gateway to Canada for internationally educated paramedics.
|
|
|
|
|
|
|
3:15 pm – 4:15 pm
|
Concurrent Workshops
|
|
|
Click a title to see more about the workshop. |
|
PLAR's International Future: The Promise of Collaboration more... |
|
|
|
PLAR's International Future: The Promise of Collaboration |
|
|
|
Presenter: Joy Van Kleef, Canadian Institute for Recognizing Learning
|
|
|
|
As PLAR matures, its value to workplaces, educational institutions, and national qualifications systems is starting to emerge. The potential to learn from the experiences of other countries is also rising. Over the past 5 years, countries engaged in PLAR development and practice have been acting on common interests by formally collaborating in research, planning, and development. Among these collaborations is the development of databases designed to collect and share resources, and promote interest in assessment and recognition of non-formal and informal learning. The Prior Learning International Research Consortium (PLIRC) has focused its attention so far on PLAR research in its 8 member countries with plans for further expansion; the European University Continuing Education Network (EUCEN) is collecting the practices of 27 European countries; and the Nordic Network is developing a collaboratively managed collection of different types of resources from 4 Scandinavian countries. These developments, which will be presented during the session, show the current potential for international strategic development and shared understandings that cross multiple borders. They also illustrate some of the challenges in striving for international collaboration. Issues of language, distance, resources, and technology are among them. Also important are questions on why information on PLAR is being shared and how this may impact PLAR development internationally. These issues and potential impacts will be the focus of discussion with session participants.
|
|
|
|
|
|
Engaging Employees Today in Learning for Tomorrow: The Learning College Portfolio more... |
|
|
|
|
Best Practices for Working with Adult Learners with Skilled-Trade Career Interests more... |
|
|
|
Best Practices for Working with Adult Learners with Skilled-Trade Career Interests |
|
|
|
Presenter: Kimberly Williams, Atlantic Canada Regional Manager, Frontier College
|
|
|
|
This workshop will focus on the best practices for preparing adult learners with low literacy and essential skills for skilled trade jobs. It will highlight some best practice strategies, while also facilitating group discussion on the various issues surrounding preparing adults to work in the skilled trade profession.
|
|
|
|
|
An Attempt to Unite Two Conceptualizations of PLAR more... |
|
|
|
|
PLAR Networks in Canada more... |
|
|
|
Assessing Competence: An Open Space Conversation more... |
|
|
|
|
|
4:30 pm – 5:15 pm
|
Closing Plenary Celebrating the Practice of RPL in Canada
|
|
|
5:00 pm – 7:00 pm
|
McDonald’s Restaurants of Canada Discussion Meeting (by invitation only)
|
|
|
Wednesday, October 24
|
|
|
|
|
|
9:00 am – 3:00 pm
|
Strategic Advisory Panel for the Recognition of Prior Learning (RPL) (by invitation only)
|
|
|
Registration & Hotel
How To Register
To register online click here. Register on or before Thursday October 4th, 2012 to take advantage of the early bird rates. You are not registered until payment is received in full. Space is limited – register early.
Contact Us
Questions or special requests can be directed to:
Conference SecretariatAgenda Managers Inc. 2979 Oxford Street Halifax, Nova Scotia B3L 2W3 Phone: (902) 422-1886 or 1-877-731-1333 Fax: (902) 422-2535 Email: Conference Secretariat
Other Events
ACCC’s Recognition of Learning (ROL) Affinity Group Networking Dinner
Monday, October 22 at 7:30 pm - 9:30 pm Elements on Hollis Restaurant in the Westin Nova Scotia Hotel
The ACCC Co-ordinating Committee for the Recognition of Learning Affinity Group invites all Recognizing Learning, Skills and Competencies: Strengthening Today’s Workplace for a Better Tomorrow participants to come to an informal networking dinner at 7:30 pm (at your own expense). Hear about what others are doing and share what’s happening with PLAR at your institution/organization! Registration for this event will take place, on site, at the registration desk at the conference.
International PLA Network (IPLAN) Workshop
Live international webcast Support for RPL: where does RPL ‘fit’ with lifelong learning systems around the world? Moderator : Gail Hall; Presenters : Arne Carlsen, Director of the Institute for Lifelong Learning, UNESCO; Margaret Cameron, International Education Consultant, United Kingdom; James Keevy, Director, International Liaison, South African Qualifications Authority; Phil Mondor, Senior Vice-President, Canadian Tourism Human Resource Council Institutional and provincial systems and processes are helpful, but in an increasingly mobile and global society, where does RPL find support through ‘wider systems’? This IPLAN workshop will focus on how equivalency or comparative ‘frameworks’ for learning around the world encompass and provide support for RPL - for academic qualifications, industry certification and workplace learning and recognition.
A panel of international speakers will explain ‘qualification and equivalency frameworks’ and how their national systems or other frameworks provide a ‘home’ for RPL and its policies and procedures. UNESCO’s ‘Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning’ will be introduced and panelists will consider some unique approaches to national, international and industry qualifications frameworks that support wider recognition of prior learning and transfer of credit.
This combined workshop/webinar is taking place on Monday, October 22, 2012 in Halifax, Nova Scotia, Canada at 1:15 p.m. (Atlantic Standard Time) for one hour.
If you will be joining this workshop as a webinar participant, please click here to register. We will send you confirmation of your registration via email. You will receive additional log-in details by October 15. If you experience technical difficulties on October 22, please call 1-877-731-1333 or email Agenda Managers at capla@agendamanagers.com.
CAPLA Annual General Meeting
Monday, October 22 4:45 pm – 5:30 pm
All CAPLA members are encouraged to attend. Refreshments will be served.
Do Nova Scotia PLAR Practitioners Want to Establish A PLAR Network?
Meet and connect, on Tuesday, Oct 23rd from 8:15 am – 8:45 am, with professional colleagues from all sectors of the province’s recognition of prior learning (RPL) community – employment counsellors, academic researchers, human resource managers, immigrant settlement advisors, education and training providers, literacy professionals, government officials and other stakeholders – and be part of a conversation about establishing a PLAR network in Nova Scotia. Facilitated by Daphne Lordly, Associate Professor, Mount Saint Vincent University.
2012 Canadian RPL Awards
Submission Details
In recognition of outstanding achievement in the field of prior learning assessment and qualification recognition, three (3) Recognizing Learning Awards will be presented for distinguished work in the field. Award Criteria: - The three categories for nominations include
- a person
- a program (public policy/special initiatives) or
- institution/organization
- The nominees must be Canadian, an immigrant to Canada, a Canadian program or institution
- The achievement/contributions must reflect activities that occurred between the years 2010 – 2012.
- The Award Selection Committee will consider
- how the nominee demonstrated commitment to and promotion of RPL
- the results achieved and the developmental nature of the work
- whether the achievement has had or may have some lasting benefit within the field of practice.
- Nominations must be submitted by Friday, September 14, 2012.
The Award Selection Committee, comprised of members of the CAPLA Board of Directors, will review all nominations by September 28, 2012. All Nominees will receive a ‘certificate of achievement’ for their contribution to the field of prior learning assessment and qualification recognition, and will be encouraged to attend the conference. Early bird registration rates will be extended to Award winners wishing to register for the conference who have not already done so. | | | | | The application form is available here as a 98K PDF document. You can view and print PDFs with Adobe Reader. If you don't have Adobe Reader installed (or you need to update), click the button at left. |
Disclaimer
Although the Canadian Association for Prior Learning Assessment (CAPLA) makes every effort to ensure the accuracy of information found in its publications and on its web sites, it assumes no responsibility for the authenticity, accuracy or validity of opinions expressed and represented therein. Links to external web sites do not constitute endorsements of products or services. Accordingly, CAPLA cannot be held liable for any damages resulting from its programs, activities, print materials or electronic communications.
|